Chapter 10

The Teaching of Mathematics

The Teaching of Mathematics
Guiding
Principles/Theories and
Introduction Teaching Methods
Teaching Approaches
and Methods

1. Problem
The Nature of Educational Solving
Math Theories 2. Concept
Attainment
Strategy
Goals, Standards and Scope Principles of Teaching
Math
3. Concept
of Math Teaching Formation
• Balanced Principle
•Holistic Critical Thinking Score Rubric • Three-tiered Principle Strategy
•Key Stage Standards • Experiential and
•Grade Level Standards Situated Learning, 4. Direct
Reflective learning, Instruction
constructivism,
cooperative learning
and Discovery and
Inquiry-based learning.
INTRODUCTION
INTRODUCTION
THE NATURE OF MATHEMATICS

the science of
Mathematics a way of
patterns and
is……. thinking.
relationships.

an art. a language a discipline.

THE NATURE OF MATHEMATICS

S cience of patterns and relationships

W ay of thinking

A rt

L anguage

D iscipline
OPINION

Math is beautiful but how come it is

an unpopular subject? Many students
avoid this subject. What do you think
are the reasons for this?
 THE GOALS , STANDARDS AND SCOPE OF TEACHING MATH
Goals :
Based on the K to 12 Curriculum
Guide for Math, the two main goals
of Math teaching are critical
thinking and problem solving.
HOLISTIC CRITICAL THINKING SCORING RUBRIC
4 – Consistently does all or almost all of the following:
• Accurately interprets evidence, statements, graphics, questions, etc.
• Identifies the salient arguments (reasons and claims) pro and con.
• Thoughtfully analyzes and evaluates major alternative points of view.
• Draws warranted judicious, non-fallacious conclusions.
• Justifies key results and procedures, explains assumptions and reasons.
• Fair-mindedly follows where evidence and reasons lead.
3 – Does most or many of the following:
• Accurately interprets evidence, statements, graphics, questions, etc.
• Identifies relevant arguments (reasons and claims) pro and con.
• Offers analyses and evaluations of obvious alternative points of view.
• Draws warranted, non-fallacious conclusions.
• Justifies some results or procedures, explains reasons.
• Fair-mindedly follows where evidence and reasons lead.
THE GOALS , STANDARDS AND SCOPE OF TEACHING MATH

HOLISTIC CRITICAL THINKING SCORING RUBRIC

2 – Does most or many of the following:
• Misinterprets evidence, statements, graphics, questions, etc.
• Fails to identify strong, relevant counter-arguments.
• Ignores or superficially evaluates obvious alternative points of view.
• Draws unwarranted or fallacious conclusions.
• Justifies few results or procedures, seldom explains reasons.
• Regardless of the evidence or reasons, maintains or defends views based on self-
interest or preconceptions.
1 – Consistently does all or almost all of the following:
• Offers biased interpretations of evidence, statements, graphics, questions,
information, or the points of view of others.
• Fails to identify or hastily dismisses strong, relevant counter-arguments.
• Ignores or superficially evaluates obvious alternative points of view.
• Argues using fallacious or irrelevant reasons, and unwarranted claims.
• Does not justify results or procedures, nor explain reasons.
• Exhibits close-mindedness or hostility to reason.
LEARNING AREA STANDARD

These two big goals of teaching Math are expressed in the learning area/program
The learner demonstrates understanding and
standards:
appreciation of key concepts and principles of
mathematics as applied – using appropriate
technology – in problem solving, critical thinking,
communicating, reasoning, making connections,
representations, and decisions in real life.
 KEY STAGE STANDARDS
K-3
At the end of Grade 3, the learner
demonstrates understanding and
appreciation of key concepts and skills
involving numbers and number sense (
whole numbers up to 10,000 and the
four fundamental operations including
money, ordinal numbers up to 100th,
basic concepts of fractions);
measurement (time, length, mass,
capacity, area of a square and rectangle);
geometry ; algebra.
4-6
At the end of Grade 6, the learner
demonstrates understanding and
appreciation of key concepts and skills
involving numbers and number sense
(whole numbers , number theory,
fractions, decimals, ratio and proportion,
percent and integers) ; measurement
(time, speed, perimeter, circumference
and area of plane figures); geometry
(parallel and perpendicular lines, angles,
triangles, quadrilaterals, polygons, circles
and solid figures); algebra (repeating
patterns, number sentences, sequences
and simple equations).
7 - 10
At the end of Grade 10, the learner
demonstrates understanding and
appreciation of key concepts and skills
involving numbers and number sense
(sets and real numbers); measurement
(conversion of units); algebra (linear
equations and inequalities in one or two
variables, exponents and radicals,
quadratic equations, polynomials);
geometry (polygons, axiomatic structure
of geometry, inequality and similarity and
basic trigonometry); statistics and
probability (measures of central
tendency, variability and position,
probability).
 GRADE LEVEL STANDARDS

K – The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number
sense (whole numbers up to 20, basic concepts on addition and subtraction); geometry (basic attributes of objects), patterns
and algebra (basic concept of sequence and number pairs), measurement (time, location, non-standard measures of length,
mass and capacity); and statistics and probability (data collection and tables)
GRADE 1 – The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and
number sense (whole numbers up to 100, ordinal numbers up to 10th, money up to Php100, addition and subtraction of whole
numbers, fractions ½ and 1/4 ); geometry (2 and 3 dimensional objects); patterns and algebra (continuous and repeating
patterns and number sentences); measurement (time, measures of length, mass and capacity); statistics and probability
(pictographs, tables, and outcomes)
GRADE 2
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense
(whole numbers up to 1,000, ordinal numbers up to 20th, money up to Php100, the four fundamental operations of whole
numbers and unit fractions.
GRADE 3 -
The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense
(whole numbers up to 10,000, ordinal numbers up to 100th, money up to Php1000, four fundamental operations of whole
numbers, proper and improper fractions, similar and dissimilar and equivalent fractions).
 GRADE LEVEL STANDARDS

GRADE 4 – Whole numbers up to 100,000, multiplication and division of whole numbers, order of operations, factors and
multiples, addition and subtraction of fractions, and basic concepts of decimals including money).

GRADE 5 - The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and
number sense (whole numbers up to 10,000,000, order of operations, factors and multiples, fractions and decimals including
money, ratio and proportion, percentage).
GRADE 6 - The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and
number sense (divisibility, order of operations, fractions and decimals including money, ratio and proportion, percent, integers)

GRADE 7 - The learner demonstrates understanding of key concepts and principles of numbers and number sense (sets and
real number system); measurement (conversion of units of measurement); patterns and algebra (algebraic expressions and
properties of real numbers as applied in linear equations and inequalities in one variable).

GRADE 8 - The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of
polynomials, rational algebraic expressions, linear equations and inequalities in two variables); geometry (axiomatic structure of
geometry, triangle congruence, inequalities in a triangle, and parallel and perpendicular lines).
 GRADE LEVEL STANDARDS

GRADE 9 -
The learner demonstrates understanding of key concepts and principles of patterns and algebra (quadratic equations and
inequalities, quadratic functions, rational algebraic equations, variations, and radicals) and geometry (parallelograms and triangle
similarities and basic concepts of trigonometry)

GRADE 10 –
The learner demonstrates understanding of key concepts and principles of patterns and algebra (sequences, series, polynomials,
polynomial equations, and polynomial functions); geometry (circles and coordinate geometry); and statistics and probability
(combinatorics and probability, and measures of position)
TEACHING MATHEMATICS

Numbers
and
Number
5 Content Sense
Areas in the
Curriculum
Measurement
Geometry

Patterns Probability
and and
Statistics
Algebra
 • Knowing and Understanding
• Estimating
Skills and • Computing and Solving
• Visualizing and Modelling
Processes • Representing and
Communicating
to be • Conjecturing
• Reasoning

developed • Proving and Decision-making

• Applying and connecting
 GUIDING PRICIPLES/ THEORIES and TEACHING APPROCHES
and METHODS IN THE TEACHING OF MATH

Experiential Reflective Situated

Learning Learning Learning

Discovery Cooperative Inquiry-based

Learning Learning Learning
THE SPIRAL PROGRESSION APPROACH
 Principles of Teaching Math

1. BALANCE PRINCIPLE
The teaching of Math should be a balance of conceptual and procedural approach.
Marzano (2003) states that it is ineffective to emphasize a high degree pf
procedural proficiency without developing conceptual knowledge.

PROCEDURAL APPROACH CONCEPTUAL APPROACH

• Traditional Teacher-led • Reasons why the algorithms and formulas work
• Direct Instruction • Emphasis on mathematical connections, relationships
• Memorization of rules or procedures for and application
solving problems. • Focuses on student-discovery, use of manipulatives,
• Mathematical Facts problem-solving and use of technology.
• Algorithms
• Formulas used to solve mathematical
problems
FREI (2008) Features of Balanced Approach in Math

Standards-based Guided practices

Integrated Makes use of manipulatives,

games and calculators
Engaging Assessment-driven and Data-driven
Open to and practices
differentiated instructions

Makes use of problem-solving

 Principles of Teaching Math

2. THREE-TIERED PRINCIPLE
(J. Bruner)

ENACTIVE ICONIC SYMBOLIC

Principles of Teaching Math

3. For effective math teaching, employ experiential and situated learning, reflective
learning, constructivism, cooperative learning and discovery and inquiry-based
learning.
Exploration of math concepts through manual manipulation of mathematical
concepts is vital to understanding and mastery.
TEACHING METHODS

1. PROBLEM SOLVING METHOD

Understanding the problem.

Planning and Communicating a Solution

Reflecting and Generalizing

Extension
 TEACHING METHODS

Other
Techniques in Obtain the Use an aid,
Problem Solving answer by trial model or
and error. sketch.

Search for a Elimination

pattern. strategy.
 TEACHING METHODS

2. CONCEPT ATTAINMENT STRATEGY

-allows the students to discover the essential attributes of a concept. It can enhance
students’ skills in
• Separating important from unimportant information
• Searching for patterns and making generalizations
• Defining and explaining concepts

STEPS:
a. Select a concept and identify its essential attributes.
b. Present examples and non-examples of the concepts
c. Let students identify or define the concept based on its essential attributes.
d. Ask students to generate additional examples.
 TEACHING METHODS

3. CONCEPT FORMATION STRATEGY

This is strategy is used when you want the students to make connections between and among
essential elements of the concept:
Steps: a. Present a particular question or problem.
b. Ask students to generate data relevant to the questions or problem.
c. Allow the students to group data with similar attributes.
d. Ask students to label each group of data with similar attributes.
e. Have students explore the relationships between and among the groups. They may
group the data in various ways and some groups may be subsumed in other groups based on
their attributes.
 TEACHING METHODS

4. DIRECT INSTRUCTION
This is the deductive method of teaching
as explained in the previous Chapters.
ACTIVITY / QUIZ
TIME!!!