The Teaching of

Mathematics
Chapter 10
 Lesson 1
The Nature of Math and Goals of Math Teaching

Objectives:
› Define what Math is.
› Identify the nature of mathematics.
› Discuss the Goals of teaching Mathematics.
› Give examples on how values inherent in Math can be
integrated in teaching of Mathematics.
The Nature of Mathematics
› Mathematics is a science of patterns and relationships. Mathematics
reveals hidden patterns that help us understand the world around us.
› Mathematics is a way of thinking. It relies on logic and creativity and
it is pursued for a variety of practical purposes and for its intrinsic
interest.
› Mathematics is an art. Numerous patterns can be found in numbers
and in geometrics figures.
› Mathematics is a language. It has a language of its own. It is such a
useful language and tool that it is considered one of the “basics” in
our formal educational system.
› Mathematics is a discipline. You are familiar with lots of academic
discipline such as archeology, biology, chemistry, economics, history,
psychology, sociology; and Mathematics is a broad and deep
discipline that is continuing to grow in breadth and depth.
Goals
Learning by doing is the most effective
way of teaching Mathematics. Based on
the K-12 Curriculum Guide for math, the
two main goals of Math teaching are
critical thinking and problem solving.
LEARNING AREA STANDARD

The learner demonstrates understanding

and 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 whole numbers up to ten
thousand, fractions, measurement, simple geometric figures, pre-algebra
concepts and data representation and analysis as applied, using appropriate
technology, in critical thinking, problem solving, reasoning, communicating,
making connections, representations and decisions in real life.
4-6
At the end of Grade 6, the learner demonstrates understanding and
appreciation of key concepts and skills involving rational numbers,
measurement, geometric figures, pre-algebra concepts, simple probability and
data analysis as applied, using appropriate technology, in critical thinking,
problem solving, reasoning, communicating, making connections,
representations and decisions in real life.
7-10
At the end of grade 10, the learner demonstrates understanding and
appreciation of key concepts and skills involving number sense, measurement,
algebra, geometry, probability and statistics, and trigonometry as applied,
using appropriate technology, in critical thinking, problem solving,
 GRADE LEVEL
STANDARD
GRADE 1
The learner demonstrates understanding and appreciation of key concepts and
skills involving whole numbers up to 100, fractions, measurement, simple
geometric figures, pre-algebra concepts, data collection and representation as
applied, using appropriate technology, in critical thinking, problem solving,
reasoning, communicating, making connections, representations and decision in
real life
GRADE 2
The learner demonstrates understanding and appreciation of key concepts and
skills involving whole numbers up to 1 000, fractions, measurement and geometric
figures, pre-algebra concepts, data collection, representation and analysis as
applied, using appropriate technology, in critical thinking, problem solving,
reasoning, communicating, making connections, representations and decision in
real life.
GRADE 3
The learner demonstrates understanding and appreciation of key concepts and
skills involving whole numbers up to 10 000, fractions, measurement, geometric
figures, pre-algebra concepts, data collection, representation and analysis as
applied, using appropriate technology, in critical thinking, problem solving,
reasoning, communicating, making connections, representations and decision in
real life.
GRADE 4
The learner demonstrates understanding and appreciation of key concepts and skills
involving whole numbers up to 100 000, fractions, decimals including money, ratio,
angles, plane figures like square, rectangle, and triangle, measurement (perimeter, area of
triangle, parallelogram and trapezoids, volume of cubes and rectangular prisms, pre-
algebra concepts, data collection, representation and analysis as applied, using
appropriate technology, in critical thinking, problem solving, reasoning, communicating,
making connections, representations and decisions in real life.
GRADE 5
The learner demonstrates understanding and appreciation of key concepts and skills
involving whole numbers up to 10 000 000, fractions, decimals including money, ratio,
percent, geometry (circles and five or more-sided polygons), measurement
(circumference, area of circle, volume of cubes and rectangular prisms, temperature) ,pre-
algebra concepts, data collection, representation and analysis as applied, using
appropriate technology, in critical thinking, problem solving, reasoning, communicating,
making connections, representations and decisions in real life.
GRADE 6
The learner is expected to have mastered the concepts and operations on whole numbers;
demonstrates understanding and appreciation of the key concepts and skills involving
fractions, decimals including money, ratio and proportion, percent, rate, integers,
geometry (spatial figures), measurement (surface area, volume, meter reading), pre-
algebra concepts, data collection, representation and analysis, probability, expressions
and equations as applied, using appropriate technology, in critical thinking, problem
solving, reasoning, communicating, making connections, representations and decisions
in real life.
GRADE 7
The learner demonstrates understanding of key concepts and principles of
number sense, measurement, algebra, geometry, probability and statistics as
applied, using appropriate technology, in critical thinking, problem solving,
reasoning, communicating, making connections, representations and decisions
in real life.
GRADE 8
The learner demonstrates understanding of key concepts and principles of
algebra, geometry, probability and statistics as applied, using appropriate
technology, in critical thinking, problem solving, reasoning, communicating,
making connections, representations and decisions in real life.
GRADE 9
The learner demonstrates understanding of key concepts and principles of
algebra, geometry, and trigonometry as applied, using appropriate technology,
in critical thinking, problem solving, reasoning, communicating, making
connections, representations and decisions in real life.
GRADE 10
The learner demonstrates understanding of key concepts and principles of
number sense, algebra, geometry, probability and statistics as applied, using
appropriate technology, in critical thinking, problem solving, reasoning,
communicating, making connections, representations and decisions in real life.
There are Five content areas in the curriculum, as adopted from the
framework prepared by the DepEd: Numbers and Number Sense,
Measurement, Geometry, Patterns and Algebra, Probability and
Statistics.

The specific skills and processes to be developed are : knowing and

understanding ; estimating, computing and solving ; visualizing
and modelling ; representing and communicating ; conjecturing,
reasoning, proving and decision-making ; and applying and
connecting.

The following values and attitudes are to be honed as well : accuracy,

creativity, objectivity, perseverance, and productivity.

We recognize that the use of appropriate tools is necessary in

teaching mathematics. These include : manipulative objects,
measuring devices, calculators and computers, smart phones
and tablet PCs, and the Internet.
LESSON 2
Guiding Principles/Theories and Teaching
Approaches and Methods in the Teaching of
Math
Educational Theories on which Math Teaching
is Grounded
The framework is supported by the following underlying
theories:

a. experiential and situated learning

b. reflective learning
c. constructivism
d. cooperative learning
e. discovery
f. inquiry-based learning
Experiential Learning as advocated by David Kolb (1975), is learning
that occurs by making sense of direct everyday experiences.

Situated Learning, theorized by Lave and Wenger (1990), is learning

in the same context in which concepts and theories are applied.

Reflective Learning refers to learning that is facilitated by reflective

thinking. It is not enough that learners encounter real-life situations.

Discovery Learning takes place in problem solving situations where

the learner draws on his/her own experience and prior knowledge to
solve a problem.

Cooperative learning and inquiry-based learning were explained

thoroughly in Chapter 5 on research-based instructional strategies.
The Spiral Progression Approach
The teaching of Math makes use of the spiral
progression approach. This means that the basics of
Math are revisited in every Grade level but are taught in
increasing depth and breadth as one goes up in Grade
level of the K to 12. This means that the four subjects
that are taught in high school such as Mathematics,
Algebra, Geometry, Statistics and Probabilty are taught
beginning with Kindergarten up to Grade 10 considering
the developmental stages of students.
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 of procedural proficiency without developing conceptual knowledge. It
is necessary to provide focused instruction that moves the student from the
concrete to the abstract and then to the application of the concept. Focusing on
only the conceptual knowledge is not enough to help students achieve in the
classroom and in real-world situations.

Frei (2008) cites some features of the balanced approach in Math teaching:

*Standards-based. Math teaching should abide by the DepEd K-12 Curriculum

Guide for Mathematics. It should follow the spiral progression approach.

*Integrated. The real-life context of teaching Math comes from integrating other
subjects into mathematics instruction.

*Open to and practices differentiated instruction.

*Engaging. When students are actively engaged, they move towards successful
mastery of key concepts and meaningful learning.

*Makes use of problem-solving. One study found out that children improved in
overall mathematical proficiency when they were taught mathematics through
problem-solving strategies.

*Guided practice. Teacher and students do things together, thus the “we do”
strategy.

*Makes use of manipulatives, games and calculators. When learners use

manipulatives or concrete objects to represent mathematical ideas, they learn to
organize their thinking and reflect on concrete representations (Dean & Florian
2001).

*Assessment-driven and data-driven instruction. Instruction begins with clarifying

the outcomes of instruction. It ends with assessing results (summative
assessment) but assesses learning while instruction in progress and adjusts
instruction based on assessment results.
2. Three-tiered Principle (J.Bruner). Teach Math beginning with
the enactive level proceeding to the iconic level and finally to the
symbolic level. The enactive level involves encoding action-
based information is storing it in our memory. In the iconic level,
information is stored visually in the form of images (a mental
picture in the mind’s eye). This may explain why, when we are
learning a new subject, it is often helpful to have diagrams or
illustrations to accompany verbal information. In the symbolic
level, information is stored in the form of a code or symbol, such
as words, mathematical formula or other symbol systems.

3. For effective math teaching, employ experiential and situated

learning, reflective learning, constructivism, cooperative learning
and discovery and inquiry-based learning.
Teaching Methods
1. Problem-Solving
Here are the steps of the problem-solving process.

*Understanding the problem. Students ask what the problem is asking, what
information is needed to solve the problem and what information is given.
*Planning and communicating a solution. The ff. strategies can be employed:
-drawing a diagram
-drawing a table
-acting it out or using concrete materials
-creating an organized list
-looking for a pattern
-creating a tree diagram, etc.
*Reflecting and generalizing. Students reflect on their answer and determine if
their answer makes sense.
*Extension. Students explore on other perhaps even simpler way arriving at the
answer.
Other Techniques in Problem Solving

1. Obtain the answer by trial and error.

2. Use an aid, model or sketch.
3. Search for a pattern.
4. Elimination strategy.
2. Concept attainment strategy
This strategy allows the students to discover the essential attributes of a
concept. It can enhance students’ skills in (a) separating important from
unimportant information; (b) searching for patterns and making
generalizations; and (c) defining and explaining concepts.

Steps:
* Select a concept and identify its essential attributes.
* Present examples and non-examples of the concepts.
* Let students identify or define the concepts based on its essential
attributes.
* Ask students to generate additional examples.
3. Concept formation strategy
This strategy is used when you want the students to make connections
between and among essential elements of the concept.

Steps:
* Present a particular question or problem.
* Ask students to generate data relevant to the question or problem.
* Allow the students to group data with similar attributes.
* Ask students to label each group of data with similar attributes.
* Have students explore the relationship between and among the groups.
They may group the data in various ways and some groups may be
subsumed in the other groups based on their attributes.

4. Direct Instruction
This is the deductive method of teaching as explained in the previous
Chapters.
QUESTIONS??