Guiding Principles/Theories and Teaching Approaches

And Methods in the Teaching of Math

Math teaching as shown in the K to 12 Curriculum Guide is based on the following

educational theories: 1) experiential and situated learning, 2) reflective learning, 3) constructivism,
4) cooperative learning, 5) discovery, 6) inquiry-based learning.

Based on these educational theories the following principles should guide the teaching of
Math:

1. The teaching of Math should be a balance of conceptual and procedural approach.

Teach facts and formulae but teach also the ‘’why’’ behind the formulae to deepen
conceptual understanding. The conceptual understanding serves as a scaffold upon
which students build their procedural knowledge (balance principle).
2. Teach from the inactive to the iconic and symbolic levels. Begin with the concrete and
slowly proceed to the abstract. The use of manipulative makes teaching concrete. But
this should lead to images (mental pictures) and then symbols like words and
mathematical formula.
3. The teaching of Math should be assessment-driven and assessment-data based.
Assessment should be used primarily to ensure learning.
4. Employ experiential and situated learning, integrated, reflective learning,
constructivism, cooperative learning and discovery and inquiry-based learning,
problem-solving that involves real-world tasks.

Reflection

My reflection about this topic I can say that there are principles that can guide in the
teaching of math wherein the teacher can use these principles since I am future teacher someday I
can say that it is better to know these principle to have knowledge about these principle. These
principles serve as guide in the teaching of Math subject.
 The Nature of Science and Goals of Science Teaching

Science is an exciting world. A world without science is a world without all the
convenience and the comfort we enjoy today. Science is evidence-based. It accepts only that which
is empirically proven. This is its own limitation. No scientific knowledge is forever correct.
Scientific knowledge evolves in the light of new findings and discovery.

Science teaching in the K to12 Curriculum intends to help form Science students who have
the making of a scientist and so one who is scientifically literate: 1) equipped with a repertoire of
competencies important in the world of work and in a knowledge-based society; 2) scientifically,
technologically and environmentally literate and productive member of society; 3) critical problem
solver; 4) responsible steward of nature; 5) innovative and creative citizen; 6) informed decision-
maker and 7) effective communicator.

Reflection:

My reflection about this topic in the teaching of Science it should be the teacher here is
knowledgeable enough she/he must have a plenty of strategies to use in order to successfully
achieve the learning outcomes of the teacher not just only follow by the curriculum but also the
teacher must be more resourceful for her/his student to gain, to impart knowledge for his/her
students.
 Understanding Science: How Science Really Works

Science is an inspiring process of discovery that helps satisfy the natural curiosity with which we
are all born. Unfortunately, traditional instruction that misrepresents science as a body of facts to
be memorized and the process of science as a rigid 5-step procedure can deaden students' spirit of
inquiry.

Students should come away from our classrooms with an appreciation of the natural world —
fascinated by its intricacies and excited to learn more. They should view and value science as a
multi-faceted, flexible process for better understanding that world. Such views encourage life-long
learning and foster critical thinking about everyday problems students face in their lives. You can
cultivate these ways of thinking in your students through science instruction that accurately and
enthusiastically communicates the true nature of science and that encourages students to question
how we know what we know.

Reflection:

To reflect from the statement above I can say that we both know that when it comes to
Science subject we feel excitement about how Science really work by this teacher in this subject
can use the method of teaching like for example experimenting having this method the students
can learn by their own they will the cause and the effect of the particular objects that they have to
experiment. By learning on what they do they will have that learning to long last. Because they do
by themselves.
 Effective Science Teaching. Developing Science and Technology Education.

Effective science teaching is a topic of concern to many science educators. Throughout its six
chapters, this book provides research findings of the effectiveness of science teachers in the
classroom. The heart of effective teaching is the active involvement of students in scientific
research projects. Chapter one, "Aims and Unresolved Tensions," provides an introduction to the
upcoming chapters, a variety of aims of science teaching, and a brief discussion of curriculum
issues in science education. Chapter two, "Insights from Schools," provides a summary of research
aimed to determine those factors affecting school success in producing engineers and scientists.
Chapter three, "So What Makes the Difference?" discusses what can be done at school to enhance
the science learning of students. Chapter four, "Student Research Projects," considers examples
and different ways of doing student research projects, both in-class and extra-curricular. Chapter
five, "Stimulus Science Activities," shares some of the ways teachers and scientists have stirred
the imaginations of their students by providing stimulus activities in science. Chapter six, "The
Way Forward," considers the implications for encouraging effective science teaching under two
interrelated and overlapping headings: types of curriculum and types of organization and teaching.

Reflection:

My reflection about the statement above for effective science teaching I can say that the
teacher can employ the teaching approaches and methods like for example the teaching principles
of constructivism, experiential learning, learning by doing and discovery learning through this
principles students can actively participate in the class by being cooperatively.
 The Effect of Laboratory and Lecture Teaching Methods on Cognitive Achievement in
Integrated Science

A sample of 210 class‐two (grade 8) students from six randomly selected classes from six Nigerian
schools was divided into two (experimental and control) groups. Using materials from some units
of the Nigerian Integrated Science Project (NISP), the experimental group was taught by a
laboratory method while the control group was taught by the lecture method. Data were collected
using an Achievement Test for Integrated Science Students developed by the authors and student
ability was measured by tests secured from the Department of Teacher Education, University of
Ibadan. In analyzing the data, an analysis of covariance was employed. T‐test statistics were also
used to determine significant difference between means of different groups.

High achievers of both groups had identical achievement, but the low achievers in the experimental
group performed better than their counterparts in the control group. While the study showed that
males in this study prefer laboratory method to lecture method when compared with their female
counterparts, the study also revealed that females in the control classes performed better than males
of the same group.

Reflection:

From the statement above I can say that the teachers use the method of discussion and
learning by doing by having the other group experimental group while the other group having the
control group which is the lecture method or discussion.
FRANCISCAN COLLEGE OF THE IMMACULATE CONCEPTION

BAYBAY CITY INCORPORATED

BAYBAY CITY LEYTE

A.Y. 2018-2019

PROFESSIONAL READING IN FIELD STUDY 6

‘’ STRATEGIES OF TEACHING IN MATH AND SCIENCE’’

SUBMITTED TO

MRS. MARILYN B. ROGUEL

SUBMITTED BY

JEZZA M. MODESTO