MATH TEACHING METHODS 1. Teaching and Learning – no easy task – complex process. 2.

Each pupil is an individual with a unique personality. 3. Pupils acquire knowledge, skills and attitudes at different times, rates and ways. 4. 8 general teaching methods for math: Co-operative learning Exposition Guided discovery Games Laboratory approach Simulations Problem solving Investigations 5. For effective teaching use a combination of these methods: Co-operative groups 1. More a method of organization than a specific teaching strategy. 2. Pupils work in small groups (4-6) – encourage to discuss and solve problems 3. Accountable for management of time and resources both as individuals and as a group. 4. Teacher moves from group to group giving assistance and encouragement, ask thoughts provoking questions as the need arises.

Provides for pupils – pupils discussion. Group work is visually reported to the entire class and further discussion ensues. EXPOSITION METHOD 1. Demands careful pre-planning and investment of time and resources in preparing materials. 4. Requires more careful org. Implies change in teachers role from leader to facilitator and initiator LIMITATIONS 1. and management skills from the teacher. . Method allows pupils to work together as a team fostering co-operation rather than competition. Promotes co-operation among pupils 2. Pupils learn to accept responsibility for their own learning (autonomy) 3. Good expository teaching involves a clear and proper sequenced explanation by the teacher of the idea or concept. 2.5. social interaction and problem solving abilities. 7. Implications for Teaching 1. 6. Reinforces understanding –each pupil can explain to other group members.

there is some teacher-pupil questioning (dialogue) 3. It is possible for teacher to motivate with enthusiastic and lively discussion 4. Relatively easy to organize and often requires little teacher preparation. The lesson can be regulated according to the pupils response. Usually. BRUNER – Math is rep. 4. IMPLICATIONS FOR TEACHING 1.2. symbolic DIENES – (dynamic principle) play should be incorporated in the teaching of math concepts. iconic. Fast and efficient way of giving information 2. in at least 3 ways – enactive. . All teachers would find useful ideas from GAGNE – Teaching begins at the lowest level which serves as a prerequisite for a higher level. Careful planning is required – go from what pupils know – each stage of development should be understood before the next is begun. 3.

Does not adequately cater to individual differences 4. A procedure which employs skills and/or chance and has a winner 2. It can be. Predominantly used to practice and reinforce basic skills. and generally is. Pupils enjoy playing games 3. additionally can be used to introduce new concepts and develop logical thinking and P. More likely to generate greater understanding and retention 4. teacher dominated rather than child-centered GAMES 1. strategies IMPLICATIONS FOR TEACHING 1. Retention and transfer of learning may be curtailed 3. Games are an active approach to learning 5. Usually highly motivating 2.S. Good attitudes to math are fostered through games .LIMITATIONS 1. Poor expository teaching leads to passive learners 2.

the learner is not told the rule or generalization by the teacher and then asked to practice similar problems. Usually involves the teacher presenting a series of structured situations to the pupils. Not all pupils find it easy to ‘discover’ under all circumstances and this may lead to frustration and lack of interest in the activity. These clues will assist the pupils. As opposed to exposition. Instead pupils are asked to identify the rule or generalization. it may be necessary to have cards available with additional clues. to discover the rule or generalization.LIMITATIONS 1. Classes engaged in playing games are likely to be noisy 3. Collection and construction of materials for game is time consuming 2. through guidance. 3. A game approach is not suitable to all areas of the syllabus GUIDED DISCOVERY 1. . To avoid this. The pupils then study these situation in order to discover some concept or generalization 2.

At its best. The idea of an Investigation is fundamental both to the study of math and also to the understanding of the ways in which math can be used to extend knowledge and to solve problems. set procedures and try to solve them. In the end. It demands a fair amount of expertise from the teacher. 2. An investigation is a form of discovery 3.e. pupils will define their own problems. Requires technical expertise (i.LIMITATIONS 1. 4. how much help/guidance should be given. INVESTIGATIONS 1.e. how best to organize or present the subject) and a good knowledge of the pupils (i. it is crucial for the pupils to discuss not only the outcomes of the investigation but also the process pursued in trying to pin down the problem and find answers to the problem . Time consuming for teacher to organize – some pupils may never discover the concepts or principles 2.

5. Generalization of the rule 8.Weaker pupils may only be able to carry out the first 3 stages. Data collection 3. Attempt to prove a rule 7. Making and testing conjectures 5. Initial problem 2. An investigation often covers a broad area of math objectives and include activities which may have more than one correct answer IN DOING INVESTIGATIONS STUDENTS GENERALLY FOLLOW THE FOLLOWING FEATURES: 1.Investigations are suitable for mixed ability groups . Suggest new or related problems More able pupils can develop their creativity doing investigations and can perform all of the above 8 features. Try new concept if first conjectures are wrong 6. As opposed to the guided discovery lesson where the objectives are clear. Tabulate or organize the data 4.

IMPLICATIONS • Suitable for mixed ability groups • Promotes creativeness • Can be intrinsically satisfying to pupils LIMITATIONS • Require a high degree of teacher imput • Can be difficult to fit into the conventional math syllabus • Can be time consuming LABORATORY APPROACH • Approach may be defined as “learning by doing” • More often than not it involves children playing and manipulating concrete objects in structured situations • Purpose is to build readiness for the development of more abstract concepts – often combined with guided discovery methods IMPLICATIONS FOR TEACHING • The approach has the support of theorists • In an organized situation. pupils are able to proceed at their own rate .

• A simulation required each pupil to make decisions based on previous training and available information.• Pupils develop their own spirit of inquiry • It is especially useful for younger children and slower learners LIMITATIONS • Requires a good supply of materials and suitable designed classrooms • Demands a fair amount of teacher preparation and creativeness PROBLEM SOLVING The ability to solve problems is at the heart of mathematics. . Mathematics is only ‘useful’ to the extent to which it can be applied to particular situation and it is the ability to apply mathematics to a variety of situation to which we give the name ‘problem solving’ SIMULATIONS • A simulations can be defined as a reconstruction of a situation or a series of events which may happen in any community.

time consuming to construct. they are provided with opportunities to see or discuss one or more possible consequences of this decision—in some ways simulations are really sophisticated games such as monopoly.• After the pupils make a decision. LIMITATIONS • These are similar to games. that is. . not applicable to all topics and likely to generate a fair amount of noise. IMPLICATIONS • It is related to pupil’s own experience and thus motivating • It is an active approach to learning • It fosters retention • It develops new roles functions for both teacher and pupil • It fosters cooperation among students • It relates mathematics to ‘real-life situations’.

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