Mathematics is widely recognized as a cornerstone of quality education, particularly in fostering problem-solving skills and preparing learners to compete in a global context. The World Economic Forum (2020) identified problem-solving as one of the most in-demand competencies for the coming decade. In alignment with this, the Philippine Department of Education designed a curriculum that underscores the twin goals of mathematics: the development of problem-solving abilities and critical thinking skills. This initiative reflects the broader objective of equipping Filipino students with the competencies necessary to navigate the demands of the twenty-first century.

However, despite these curricular innovations, mathematics remains one of the most challenging subjects for students, particularly in the area of problem-solving (Nurjamaludin et al., 2021). The Philippines’ performance in the Program for International Student Assessment (PISA) 2018 illustrates this concern, with the country ranking last among 79 participating nations in mathematics (OECD, 2019). The Philippines recorded a mean score of 353, far below the OECD average of 489. Similarly, Roman (2019) emphasized that results from national assessments and local research conducted over the past 15 years consistently point to poor mathematical performance, evident across all levels of education. This is further supported by Imam (2016), who observed that the adoption of the K–12 curriculum has yet to yield significant improvements in mathematics outcomes.

A range of factors contribute to this persistent challenge, among which ineffective teaching practices and limited learning strategies are particularly influential (Laurens et al., 2018). To address such gaps, innovative pedagogical approaches have been explored internationally. Notably, in the 1970s, the Freudenthal Institute in the Netherlands introduced the Realistic Mathematics Education (RME) approach. Grounded in contextual and experiential learning, RME has been shown to enhance students’ cognitive development and mathematical achievement in multiple international studies (Laurens et al., 2018; Zakaria & Syamaun, 2017). Despite its demonstrated effectiveness, this approach remains underutilized in the Philippines, where traditional lecture-based instruction continues to dominate mathematics classrooms. A review of related literature reveals a lack of empirical research in the Philippine context investigating the potential of RME as a strategy for strengthening mathematical competencies.

 

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