About MTAP

     The Mathematics Teachers Association of the Philippines, Inc. (MTAP), was organized to serve as an appropriate venue where mathematics teachers can come together, interact with one another and share each other's expertise in the pursuit of excellence in mathematics education.

     The MTAP became inactive for several years. It was refounded on January 15, 1977.

     Since its refounding, with the Lord leading the way through events, circumstances and people, the MTAP has progressed without fanfare, from one successful project to another: seminar-workshops of different kinds, talks given and papers delivered, Graduate Programs with DLSU and NTC, annual conventions, secondary work-books for first to fourth year, supplementary materials for Grade 1 to Fourth Year, mathematics competitions, Survey Tests for NCR teachers, School Programs of Excellence, Saturday Programs of Excellence for Regular and Mathematically Talented Students from Grade 1 to Fourth Year, the STEDNET, Bulletin, research, Outreach Programs for Mathematics Teachers outside the National Capital Region and Chapters.

     Among the projects well–known throughout the Country are the Metrobank–MTAP–DepEd Math Challenge and the MTAP–DepEd Saturday Programs of Excellence for Regular and Talented Students.

     One milestone in the MTAP story is the acquisition of its own home, the MTAP Head Office on April 7, 2006 at 039 Oxford Street corner Columbia Street, Cubao, Quezon City.  Our home consists of two small apartments and some sort of bungalow that served previously as clinic and residence of a dentist. The building was remodeled to suit our needs. In 2011 a 7 m by 7 m room was added to the MTAP House to serve as a center for MTAP activities. 


To ensure a better quality of Mathematics Education, the MTAP aims to:

  1. Awaken greater interest in and appreciation of the beauty and value of mathematics among teachers and students,

  2. Provide opportunities for the professional growth of teachers,

  3. Identify and recognize exemplary teachers,

  4. Encourage involvement in the development of Mathematics Education in the Philippines,

  5. Identify and motivate mathematically-gifted students, as well as regular students, towards the full development of their potentials, 

  6. Identify and train resource people who can devote themselves in the teaching of mathematics and do research work on learning and teaching.

         On the whole MTAP is indeed a potent tool in improving not only the teachers’ professional competencies but students’ performance as well. With the collaboration of many other colleagues from different parts of the country, especially the Division Supervisors who are concerned about the performance of their teachers and students, the MTAP is confident that the country will manage to upgrade the quality of its mathematics education.