FOUNDATION & STRUCTURES OF MATHEMATICS April 7, 2018 (Group A)

ELDEE R. BALOLONG

RUEL E. LLAGOSO

REZEL O. SANTIALA

ELAMAE P. CALIBUGAR

EVELYN T. DUMADAPAT

A CRITIQUE
URL: https://www.youtube.com/watch?v=FjliV5u2IVw
Table 1. Five-parameter rubric in measuring efficacy in Teaching Mathematics.

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 I. Mathematical Concepts
As defined, this shows the Teacher’s mastery of subject matter and his or her depth of substance in discussing or lecturing for
a certain mathematical concept. As Diophantine Equations are higher tier concepts, the teacher is well expected to show
overviews on its prerequisite topics and demonstrate how the knowledge on various algorithms prove lengthy yet substantial
in learning the essence of these equations.

Teacher lacked the substance when he tried to

generate equations (2) to (4) and the learner was
left to induce on how he/she can come up with
those lines. As the teacher, he may need to care
less for the time allocated for the video and give
enough power on each segment of his actual
solution. As these equations became vital to
coming up with the values of x and y.

Teacher may need more awareness on the

number of jargons that are left dissipated in thin
air. As videos are subsequent parts of multimedia
kind of teaching, there should at least be a tidbit
of information as to provide depth and gravity to
how each concept intertwines with the concept
MATHEMATICAL Mastery of subject matter is king and there is no
3 as a whole.
CONCEPT error in his solution.
The mathematical concept of Euclidean
Algorithm, especially for start-up learners in this
field, is too technical and intimidating. Teacher
can give a rightly structured overview on the
concept to provide more transitions and logical
substance especially on its embedded
assumptions, equations generated and actual
expected proof. Concept can be deep but its the
teacher's job to make it friendly and fathomable.

Specifically, he can provide the concept of the

remainder theorem and explain the relevance of
equations (2) to (4) to add up to the logical
presentation of equations.
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 II. Mathematical Reasoning
A concept will remain in books without sound arguments and logical flow from an experienced educator. Where Diophantine
Equations use the Remainder Theorem in producing values of x and y that need less of an additional equation with 2 more
variables. In each step of the process, the teacher is required to explain logically on how the line progresses from equation (1)
to equation (3); whether it be through transposition or through the zero axiom or by the distributive property of multiplication,
the knowledge and logic behind are important tools to deconstructing a concept of higher complexity.

Further, inter-disciplinary measures create parameters such as transition devices (language courses) not just in becoming
philosophical and logical at the same time, but in using the correct language in connecting pieces of information. A, B and C
are letters and teacher is expected to create effective verbal tools in bridging concepts, bringing in the reasoning behind
concepts embedded in each line.

Teacher may try to use mathematical proofs

Logical coherence is explicit from start to finish
such as "transposition rules" indicate that
MATHEMATICAL and smooth transitions were used so as to avoid
3 "coming up with this and that"; Further, He can
REASONING flip-flopping from concept A to B to C then B
use the right mathematical logic behind the
again.
equations (2) to (4) on how it came about.

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III. Explanation
Interdependence is evident in the parameters imminent in a rubric. Mathematical reasoning uses logic while Mathematical
Concept defines mastery; however, explanation is more than the use of correct verbiage. Explanation is a sincere skill of an
educator to provide the keenest details backing the whole concept. Explaining entails coherence of thought, proper use of
graphic tools and the correct pacing of voice and intonation to create effective learning waves in learners.

It may have various subsidiary parameters but over-all, it overwhelmingly describes an educator’s ability to pack up all the
concepts in a nutshell that can be digested by learners from all cognitive domains.

Solution shows completeness but explanation is

hollow and bland. It is the T's role to explain and
provide in-depth treatment of how A became B
and how C turned out from B. Teacher may be
comfortable with the mathematical induction used
in each line but as teachers have the key in
making things easy, he can explain each line
EXPLANATION 2 more to express his mastery further and contrast
it with similar concepts to provide meaning to the
lines that were generated. Coming up with
equations 1, 2, 3 is understandable but explaining
the existence of such sequence, common
difference and relevance all make sense where
the goal of education is not selective in its pool of
learners' abilities.

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 IV. DIAGRAMS AND SKETCHES
Multimedia presentation is more than the domain of direct instruction. The use of Diagrams and Sketches have proven to be
crucial learning tools in all levels. As pereniallism remains a crisp ideology in the distant past, Progressivism has finally taken
over in various curricula all-over the world and John Dewey pinpointed the real meaning of learning and re-learning by being
Learner-centered. Learner-centered curricula have been well-practiced across the globe as a concrete step by each nation and
educational institution to support sustainable learning outcomes at the end of each school year. It may present its tedious side
but learner-centered principles gained enough momentum enough to entice families in propagating education as the real
solution to the world’s concerns and major scarcities.

Inherent to a learner-centered curriculum would be effective use of strategies and diagrams, sketches, diorama, pie charts,
laser pens, flowcharts and graphical organizers that can consolidate and categorize information presented in books. The
teacher is expected to use geometrical shapes to accentuate while explaining, elaborating and transitioning from one topic to
another.
Teacher failed to use graphic organizers (colored) to give
emphasis on certain excerpts taken from previous
mathematical sentences.

Teacher could have used circles or squares especially on

Teacher used a simple background enough to
emphasize the concepts behind Diophantine
Equations.
DIAGRAMS AND
1 equations during the part when he started generating
SKETCHES
Use of a good software can be observed as he ran
through the equations subset of the equation
concerned; the speed is also appropriate.
the part where he accentuates on multiplying (-3) to
[17(1) + 13 (-1)]; each learner is an aspiring reader but
having crude assumptions on above average
understanding of the concept can make the student
rewatch the video.
Teacher could have also used arrows to pinpoint certain
equations (2) until (4) as a recursive function until all
remainders have fully been used as dependent variables.
Teacher wrote "substitute for (4)" but he has skipped the
screen's demography that it is number-infested and will
be very arduous for the student to pinpoint on where (4)
can be located. Arrows could have been used.

He can use Venn diagrams or tabular patterns

resembling spatial recognitions as these may give more
clarity to the topic; flowcharting is highly helpful.

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 V. STRATEGY/PROCEDURES
The teacher is expected to employ sound, effective and fun strategies that can motivate a learner in delving to a concept.
Bulletized information can readily be available but nothing beats an educator who knows how to hit the right spot in making the
concept relevant, specific, timely and understandable. Without a strategy, complex concerns, issues and challenges will remain
dissipated and lobbied without the needed expert advice to make the necessary plan of action.

Teacher can at least show an overview

on how Diophantine Equations are
useful, how the solution proceeds from
A to Z, the prior knowledge needed.

As diagrams and sketches are vital to

STRATEGY/PROCEDURE
any lecture, he can try to be detailed but
at the same time effective by learning to
use layman's terms, expressions and he
background used is acceptable as it does not
1 can speak in a regular pace so as to
impede the learner's physical abilities.
give enough time for average learners to
catch up with the solution.

Procedure is detailed enough and is

coherent however, the strategy of direct
instruction may not work for slow to
average learners as the complex topic
needs some spices and colorful
parallelisms to real life.

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SUMMARY:

MATHEMATICAL CONCEPT 3
MATHEMATICAL REASONING 3
EXPLANATION 2
DIAGRAMS AND SKETCHES 1
STRATEGY/PROCEDURE 1
TOTAL SCORE 10 (50%)

Strength:
 Mastery of concept
 Uses mathematical processes in backing up equations.

Weakness:
 Use of graphic organizers
 Voice modulation, intonation and pacing
 Use of transitory devices
 Explaining in a nut shell

Areas for improvement:

 Use of graphically pleasing tools
 Communication
 Sounds proofs and explanation to each concept