IMPLEMENTING GUIDELINES OF ALAMath (Accessible Learning and

Achievement in Mathematics) PROGRAM

I. Rationale
The results of Zamboanga City’s Rapid Mathematics Assessment (RMA) for
Grades 1–10 show a disturbing and persistent pattern of low proficiency among
students across all stages. At the foundational level (Grades 1–3), only about
25.58% of learners advance to the Nearly Proficient level, while nearly two-thirds
remain in the emerging categories. In the intermediate grades (Grades 4–6), the
situation worsens, with less than 16% of learners achieving Nearly Proficient levels
and more than 80% performing below expectations. By junior high school (Grades
7–10), the results become even more alarming, with 92.05% of learners classified as
Not Proficient and only 0.69% nearing proficiency. These results highlight a systemic
issue: learners are progressing to higher grade levels without mastering basic
numeracy skills, leading to cumulative learning gaps and weak readiness for
advanced mathematical concepts.
The declining performance pattern points to several root causes: weak
foundational numeracy instruction in the early grades, limited access to remediation
and enrichment opportunities, insufficient teacher training in differentiated and
learner-centered strategies, and the lack of innovative and engaging approaches to
mathematics teaching. From a SWOT perspective, the system’s strength lies in its
wide coverage of assessments that identify learner gaps early. However,
weaknesses include persistent underperformance and low progression toward
proficiency. These weaknesses pose threats such as higher dropout risks, poor
performance in national assessments, and limited preparedness for STEM-related
fields. On the other hand, opportunities exist to close these gaps through innovative
interventions that foster mastery of concepts, holistic understanding, and sustained
learner motivation.
Thus, there is an urgent need for ALAMath (Accessible Learning and
Achievement in Mathematics), a division-wide program designed to provide
structured, research-based, and innovative solutions that uplift mathematics
learning outcomes from Grade 1 to Grade 10.
The rationale behind this innovation is further reinforced by existing legal
frameworks. The Enhanced Basic Education Act of 2013 (Republic Act 10533)
mandates the development of 21st-century skills, such as critical thinking and
mathematical problem-solving. The Philippine Professional Standards for Teachers
(DepEd Order No. 42, s. 2017) emphasizes teacher professional standards to
improve instruction. Similarly, the MATATAG Agenda prioritizes addressing learning
losses through early interventions and strengthening foundational skills. Research
also supports this need: Bautista and Tan (2018) argue that poor numeracy skills in
the early grades predict difficulties in higher-level mathematics, while Bernardo
(2020) stresses that localized and creative approaches are vital to maintaining
learner engagement and enhancing proficiency.
 ALAMath is aligned with DepEd’s long-term plans, such as the School
Improvement Plan (SIP), which calls for contextualized and data-driven
interventions, and the Basic Education Development Plan (BEDP) 2030, which
emphasizes improving literacy and numeracy outcomes. Likewise, the Division
Education Development Plan (DEDP) and the Regional Education Development Plan
(REDP) underscore the need for innovative strategies to close mathematics
performance gaps. By adopting learner-centered, holistic strategies that integrate
remediation, enrichment, and innovative pedagogy, ALAMath directly supports
DepEd’s mission of producing functionally literate and numerate graduates ready
for lifelong learning.
This innovation is significant because it directly addresses the pressing needs
of stakeholders. For learners, ALAMath provides structured interventions that build
confidence, strengthen foundational math skills, and improve proficiency across
grade levels. For teachers, it offers professional growth opportunities through
training in innovative and effective instructional practices. For parents and
communities, it ensures that learners are better prepared for future academic
success and career opportunities. Ultimately, ALAMath is not only a response to
declining mathematics performance but also a proactive approach to nurturing
mathematically competent, confident, and critical-thinking Filipino learners who can
thrive in the demands of the 21st century.

II. Program Description

The ALAMath Program is a localized intervention program designed to
address learning gaps, promote academic recovery, and ensure accessible learning
for all learners. It focuses on closing learning gaps, strengthening core numeracy
skills, and ensuring that all learners—regardless of background or learning pace—
can access quality mathematics instruction.
Built on the principles of Academic Recovery and Accessible Learning,
ALAMath combines effective teaching strategies with practical, contextualized
learning materials. Sessions are designed to be interactive and meaningful,
encouraging learners to actively participate, ask questions, and make connections
between classroom lessons and real-life applications.
ALAMath’s goal goes beyond helping learners simply “pass” mathematics—it
seeks to deepen their understanding of concepts, build their confidence in solving
problems, and nurture a positive attitude toward learning the subject. The program
is flexible and may be delivered in small groups, one-on-one sessions, or integrated
into existing school schedules. Continuous progress monitoring ensures that
interventions are adjusted as needed so every learner receives the right support at
the right time.

III. Objectives
The ALAMath Program aims to:
1. Support learners in recovering missed or underdeveloped
mathematics skills and concepts through targeted and structured
interventions.
2. Enhance learners’ mastery of essential numeracy skills in line with the
Revised K-12 Curriculum.
3. Develop learners’ critical thinking and problem-solving abilities
through engaging, hands-on, and context-based mathematics
activities.
4. Equip teachers with effective strategies and resources to effectively deliver
math interventions.

IV. Target Beneficiaries

 Grades 1-10 Learners performing below the minimum proficiency level in
mathematics based on rapid mathematics assessment and division numeracy
assessment.
 Mathematics teachers and class advisers involved in remediation.

V. Implementation Process
1. Identify Learners
o Use the rapid mathematics assessment data to pinpoint learners who
need help in math.
2. Plan the Program
o Create a school-based ALAMath plan with schedules, resources, and
assigned teachers.
3. Deliver the Sessions
o Run small group or one-on-one math lessons using fun, practical, and
relevant activities.
4. Check Progress
o Give regular quizzes and assessments to see how learners are
improving and decide who can exit or continue in the program.

Activity Implementation Table

Activity Timeline Persons Resources Expected

Involved Needed Output
Pre-Implementation Phase
Division Orientation May–June Division Advocacy Stakeholders
and Advocacy on 2025 Math materials oriented on
ALAMath (with Supervisors (flyers, ALAMath
 stakeholders: , School presentations, objectives,
school heads, Heads, videos), strategies, and
teachers, parents, Teachers, communicatio their roles
LGUs, Parent- n platforms,
policymakers) Teacher venues
Association
s, LGUs
Identification of May–June Division RMA data, List of learners
Learners Needing 2025 Testing learner profile per grade level
Intervention using Team, forms needing
Rapid Mathematics School intervention
Assessment (RMA) Heads,
results Teachers
Training of Teachers June–July Division Training Teachers trained
on ALAMath 2025 Supervisors modules, and equipped
strategies, , Resource venues, ICT with innovative
differentiated Speakers, equipment, and remedial
instruction, and Math budget for strategies
remediation Teachers honoraria and
techniques meals
Development and June–July Math Printing Contextualized
Reproduction of 2025 Content budget, and quality-
Instructional Writers, QA teaching aids, assured
Learning Plans Team, manipulatives, ALAMath
(ILPs) and localized Teachers ICT tools materials ready
ALAMath materials for classroom
use
Implementation Phase
Conduct of July 2025– Teachers, ILPs, activity Improved
ALAMath sessions March Learners sheets, math learner
(small group, one- 2026 games, participation
on-one, manipulatives, and
remedial/enrichme ICT resources engagement in
nt activities) math
integrated into
school schedule
Progress Monitoring August Teachers, Assessment Regular reports
and Assessment 2025– School tools, on learner
(monthly quizzes, March Heads, monitoring progress;
formative 2026 Division forms, digital learners
assessments, Supervisors tracking classified as
observation, sheets improved,
feedback) continuing, or
needing further
support
Teacher Mentoring Quarterly Division Meeting Teachers
and Peer-Learning (Sept, Nov Supervisors space, improve
Sessions (sharing 2025; Jan, , School documentatio pedagogical
of best practices, March Heads, n tools skills and share
classroom 2026) Teachers effective
 observations, strategies
coaching)
Stakeholder Throughou Teachers, Venue, simple Parents and
Engagement t SY 2025– Parents, math activity community
(Parent orientation, 2026 Barangay materials, actively
LGU support drives, officials, communicatio engaged in
community math LGUs n channels supporting
activities) learners
Post Implementation Phase
Final Evaluation of April–May Division Evaluation Comprehensive
ALAMath 2026 Monitoring tools, evaluation
implementation Team, documentatio report on
(effectiveness, School n, reports ALAMath
challenges, impact) Heads, effectiveness
Teachers
Presentation of May 2026 Division Venue, ICT Disseminated
Results and Best Officials, equipment, results and
Practices to School report recommendatio
Stakeholders Heads, materials ns for scaling up
(Division Teachers,
Summit/Conference Parents,
) LGUs,
Community
Stakeholder
s
Scaling Up and May–June Division and Policy briefs, Commitment
Replication 2026 Regional advocacy from
Planning Officials, materials stakeholders to
(integration into School replicate and
SIP, DEDP, REDP) Heads sustain ALAMath

VI. Learning Resources

The primary learning resource for ALAMath implementation is the
Instructional Learning Plan for Grades 1–10, developed by selected content writers
and rigorously quality-assured by the Mathematics Team to ensure alignment with
curriculum standards and effective delivery of intervention activities.

VII. Monitoring and Evaluation

The program follows DepEd’s Basic Education Monitoring and Evaluation
Framework (BEMEF) to keep track of results and make improvements. Data will
come from:
 Regular quizzes and tests
 RMA and D’NumAT results
 Progress ALAMath tracking tools
VII. References
 Act of 2013. Manila: Official Gazette of the Republic of the Philippines, 2013.
 Basic Education Development Plan (BEDP) 2030. Pasig City: Department of
Education, 2022.
 Bautista, Ma. Lourdes, and Maria Teresa Tan. Early Numeracy and Its
Predictive Role in Later Mathematics Achievement. Manila: Philippine Normal
University Press, 2018.
 Becker & Park (2011) – Integrative approaches in STEM
 Bernardo, Allan B. I. Localized and Innovative Pedagogies for Mathematics
Engagement. Quezon City: Ateneo de Manila University Press, 2020.
 Black & Wiliam (1998) – Assessment and Classroom Learning
 Department of Education (DepEd). National Adoption and Implementation of
the Philippine Professional Standards for Teachers (DepEd Order No. 42, s.
2017). Pasig City: Department of Education, 2017.
 DepEd Order No. 14, s. 2024 – MATATAG Curriculum Guidelines
 DepEd Order No. 18, s. 2025 – National Policy on Academic Recovery and
Accessible Learning
 MATATAG Agenda for Basic Education. Pasig City: Department of Education,
2023.
 Republic of the Philippines. Republic Act No. 10533: Enhanced Basic
Education
 Zamboanga City Division, Department of Education. Rapid Mathematics
Assessment (RMA) Report, School Year 2023–2024. Zamboanga City: DepEd
Zamboanga Division, 2024.