The Philippine Council of Mathematics Teacher Educators, Inc. (MATHTED) held its 15th biennial and international conference in UST from Oct. 16 to 18, bringing together mathematics educators from across the country.
With the theme “Mathematics Education for Learning Futures: Towards the Fulfillment of the Sustainable Development Goals,” the three-day conference saw local and international experts discuss emerging challenges in teaching mathematics amid rapid changes.
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“MATHTED’s biennial conferences [have] always embodied three realities: a celebration, a renewal, and an opportunity for a billion futures,” MATHTED President Catherine Vistro-Yu said in her opening remarks.
In his welcome message, UST Secretary General Fr. Louie Coronel, O.P. described mathematics as “the grammar of progress.”
“We begin by teaching our learners to find the unknown, only to realize that the deeper mission is to awaken curiosity — to nurture a life of seeking reason, effort, and truth,” he said.
The conference opened with a plenary session led by Eva Thanheiser of Portland State University, who discussed “Mathematics as a Tool to Analyze Real-world Patterns of Equity.”
She emphasized that location and context are crucial in interpreting data, urging educators to promote critical data literacy.
“Critical data literacy means questioning data representation, analyzing visual frame, servicing assumptions, and attempting how to grasp and persuade,” Thanheiser said.
She illustrated how data on climate change, when misread, can distort understanding, underscoring mathematics’ role in fostering equity and informed citizenship
In his plenary talk titled “AI in Math Education: Opportunities, Challenges, and Governance,” Monchito Ibrahim of the Alliance of Tech Innovators for the Nation discussed how artificial intelligence is reshaping education and the need to balance technological innovation with empathy and critical thinking.
“Math is the foundation of artificial intelligence. The study of how AI reshapes math education helps students become not just users of numbers, but informed creators,” he said.
He added that educators must guide students to work alongside AI while mastering essential skills such as computation and reasoning.
Parallel sessions followed, covering topics such as ethnomathematics, social justice in mathematics education, curriculum enactment, assessment, problem-solving, and technology integration.
Myrelle De Castro of Batangas State University presented her study, “Digital Learning Practices and Motivation in Mathematics Among Pre-Service Teachers,” which found that pre-service teachers were only moderately motivated and engaged in digital learning activities.
Six workshops were conducted to promote innovative approaches to mathematics instruction, led by local and international experts.
On the final day, educators explored the responsible use and regulation of AI in classrooms.
Lexel Sarayno of Central Mindanao University (CMU) said regulating AI use in math education encourages balance between “AI reliance, metacognition, curiosity, and integrity.”
“Teachers may seek AI literacy-focused professional development opportunities and maintain open communication with students,” Sarayno said.
Noah Ochavez, also from CMU, said students increasingly treat AI as a “study partner,” helping boost confidence and problem-solving speed, but warned that overreliance may hinder critical thinking.
“It’s vital to develop students’ reflective and critical thinking skills so technology complements, not replaces, traditional instruction,” he said.
Starr Sebial of J.H. Cerilles State College showcased how platforms like GeoGebra bridge mathematics and the arts, integrating creativity into STEM education.
“Mathematics is a creative, expressive process — not just a procedural task,” Sebial said.
A panel discussion moderated by Prof. Rosemarievic Villena-Diaz of the Philippine Normal University, with Dr. Evangeline Bautista of Far Eastern University and Prof. Arindam Bose of the Tata Institute of Social Sciences, tackled how educators can ensure quality math instruction amid limited facilities and evolving curricula.
The panelists said pre-service courses aligned with the United Nations Sustainable Development Goals can better equip teachers to connect mathematics with real-world applications.
“The goal is to instill in pre-service teachers a sense of mission and commitment to engage mathematics with the real world and improve students’ lives,” they said.
The MATHTED will hold its next biennial conference in October 2027, coinciding with the organization’s 30th anniversary.
In preparation for this year’s event, MATHTED and UST, through the College of Science, College of Education, and the University’s basic education units, sealed a partnership in August to strengthen collaboration in advancing mathematics education nationwide. Mary Dawn S. Santos with reports from Luis Angelo N. Palma and Marielle F. Pesa
