The National Teachers College

629 F Nepomuceno St., Quiapo, Manila

PRINCIPLES OF TEACHING 2

I. Goals of Teaching Mathematics

The goals of mathematics are to teach students the concepts basic to

quantitative thinking – measurement, ratio and proportion, rational
numbers, and functions. These concepts mentioned in the latter part
essential to several industry that helps human to innovate and develop.

The aims of teaching and learning mathematics are to encourage and enable
students to:

 recognize that mathematics permeates the world around us

 appreciate the usefulness, power and beauty of mathematics
 enjoy mathematics and develop patience and persistence when
solving problems
 understand and be able to use the language, symbols and notation
of mathematics
 develop mathematical curiosity and use inductive and deductive
reasoning when solving problems
 become confident in using mathematics to analyse and solve
problems both in school and in real-life situations
 develop the knowledge, skills and attitudes necessary to pursue
further studies in mathematics
 develop abstract, logical and critical thinking and the ability to
reflect critically upon their work and the work of others
 develop a critical appreciation of the use of information and
communication technology in mathematics
  appreciate the international dimension of mathematics and its
multicultural and historical perspectives.
II. Various Techniques in Solving Problem
A. Concept Attainment

Concept attainment is a tool for teaching mathematics, it is indirect

instructional strategy that has a process that is based on inquiry. It was
based from the work of James Bruner. In this concept, students figure out the
attributes of a group or category that has already been formed by the teacher. To
do so, students compare and contrast examples that contain the attributes of the
concept with examples that do not contain those attributes. They then separate
them into two groups. Concept attainment, then, is the search for and identification
of attributes that can be used to distinguish examples of a given group or category
from non-examples.

Advantages:

 helps make connections between what students know and what they
will be learning
 learn how to examine a concept from a number of perspectives
 learn how to sort out relevant information
 extends their knowledge of a concept by classifying more than one
example of that concept
 students go beyond merely associating a key term with a definition
 concept is learned more thoroughly and retention is improved

Steps of Concept Attainment:

1. Select and define a concept

2. Select the attributes
3. Develop positive and negative examples
 4. Introduce the process to the students
5. Present the examples and list the attributes
6. Develop a concept definition
7. Give additional examples
8. Discuss the process with the class
9. Evaluate

B. Concept Formation

Concept Formation is kind of strategy to make things possible for students to

first understand the basics and fundamentals in a concept. Students work on
small examples, from specific to general.

A concept is defined by critical characteristics shared by all examples of the

concept. For something to be an example of a concept, it must contain all
these critical characteristics. To help students form the concept, the teacher
helps them first to see these critical characteristics across different examples
and, then to summarize those characteristics in a definition that students
themselves write.

Teacher Preparation in using this Method:

1. Select a concept. Choose one that is at the core of your curriculum.

2. List the critical characteristics of the concept.
3. Assemble a goof set of examples. Be sure that each example has all
the critical characteristics required for the concept. heck several
sources to find the clearest set of characteristics.
4. Make a data organization chart. Down the left side, present the 3–4
examples. Across the top, ask 3–5 focus questions.
 5. Assemble a goof set of non- example. Identify 2–3 non-examples that
can be used to help students classify after they have formed the
concept.
C. Direct instruction

In this method, teachers follow a sequence of events, generally stating the

objective, reviewing skills necessary for new information, presenting new
information, questioning students, providing group instruction and
independent practice, assessing performance, and giving more practice
(Swanson, 2001).

Swanson identified 12 criteria associated with direct instruction. When any

four of these indicators are present, direct instruction is occurring.

1. Breaking down a task into small steps

2. Administering probes

3. Administering feedback repeatedly

4. Providing a pictorial or diagram presentation

5. Allowing independent practice and individually paced instruction

6. Breaking the instruction down into simpler phases

7. Instructing in a small group

8. Teacher modeling a skill

9. Providing set materials at a rapid pace

10.Providing individual child instruction

11. Teacher asking questions

12. Teacher presenting the new (novel) materials.

References:

http://public.callutheran.edu/~mccamb//conceptattainment.hhtm

https://teachinghistory.org/teaching/materials//teaching-guides//25184

http://165.139.150.129/intervention/math//DirecIinstruction/.pdf

http://yayoi.senri.ed.jp/ois/curriculum///maths_aims_objs.htm