MODULE

1
Iiii
Pure mathematics is, in its way, the poetry of logical ideas.
— Albert Einstein, German theoretical physicist
MODULE

Chapter 2

Teaching Approaches as Applied in Mathematics

Introduction

Teaching mathematics is wonderful as challenging. The challenge in

teaching is to create experiences that enable the learner to engage actively to
support his/her own explanation and application of mathematics models needed
to make these experiences sensible and meaningful.

This chapter presents some approaches that can be used in teaching

mathematics concepts. They have been proven effective in helping you become
better future mathematics teachers.

The approaches discussed in this chapter emphasizes teacher’s role as a

constructivist. Constructivism suggests that mathematics knowledge develops
when learners construct new knowledge from existing knowledge. Learners
therefore, are able to form new knowledge in response to questions and
challenges that come from actively engaging in math activities and problems.

Learning Outcome
At the end of the chapter, learners are expected to apply appropriate
mathematics teaching approaches in a given learning situations.

Mathematics Teaching Approaches

A. The Discovery Approach
The discovery approach is an effective strategy for helping learners to understand
concepts and generalizations and for developing higher – thinking skills. It is an
inductive method of guiding learners to discuss and use acquired ideas as a way of
discovering new ideas. The ultimate goal of this approach is that learners learn how to
learn rather than know what to learn. Therefore, the teacher acts as a coach in
encouraging the learners to find the desired concepts. Hence, the learners discover the
ideas and concepts through their reactions and active participation in challenging class

2
Iiii
Pure mathematics is, in its way, the poetry of logical ideas.
— Albert Einstein, German theoretical physicist
MODULE

situation. From the given examples and situations, the learners discover new meanings
from their interests, experiences, and imagination.
How do we apply discovery approach in teaching primary mathematics?
The steps in conducting a discovery approach are introduced as follows:
1. Observe and discuss
2. Identify common features for use in grouping the data, note the distinguishing
differences.
3. Decide on a basis for grouping them.
4. Label, name or define each group.
5. Have the learners use the term and provide new examples.
Guidelines for implementing the discovery approach
1. Plan ahead. Advance and careful planning is a very important ingredient of
success in every endeavor. This gives you time to examine, reflect, and refine
your role and that of the learners before you start to begin.
2. Incorporate. Whenever appropriate, use this approach with other teaching
strategies such as demonstration and discussion.
3. Motivate and aim for success. Plan a short, simple problem or scenario,
preferably one that is familiar or relevant to the learners’ experiences.
4. Be supportive. Encourage and help the learners when they encounter difficulty.
It is very important that the learners feel comfortable and are aware that the
teacher is there to assist and guide them through the learning process.
5. Encourage sharing. At the end of your lesson, allot time for your learners to share
with you and their classmates their discoveries, outputs and answers, or even
their feelings when doing the activity. Remember that you have to recognize their
accomplishments to motivate them to get involve in math activities any safe
place.
Example of discovery approach: Read the situation below and try to find the solution.
A.
Suppose you are hosting a party with 15 guests. There are 5 boxes of pizza.
How should you divide the pizza so that every guest gets a fair share?

B. What do you observe in these sets of numbers?

A B C
a. 2,4,6,__,__,___ a.19,29,39,__,59 a.25,35,45,___,___
b.13,15,17,__,___, b.12,22,32,42,___,___ b.7,12,17,____,____
c.38, 40,__,44,46 c.28,38,___,____,68 c.32,37,____,____,52
Answers: a.49 b.52, 62 a. 55, 65 b.22,27
a.8,10,12 b. 19,21,23 c.48,58 c.42,47
c.42

3
Iiii
Pure mathematics is, in its way, the poetry of logical ideas.
— Albert Einstein, German theoretical physicist
MODULE

Practical Work Approach (PWA)

The practical work approach (PWA) is a strategy in which the learners manipulate
concrete objects and/or perform activities to arrive at a conceptual understanding of
phenomena, situation or concept. The environment is a laboratory where the natural
events/phenomena can be subjects of mathematical or scientific investigations.
Learning activities can be done in the school grounds, in the garden, in the field or just
about any safe place.
This is so because there are times when the materials that are needed for
practical work cannot be brought to the classroom for some reasons. In this case, the
learners may be brought to where the materials and the situation can actually be
observed by the learners. The exposure to relevant learning setting and the active
participation of the learners play an important role in developing realistic understanding
of the mathematical concepts.
In preparing materials for individual or group work, the learners’ motivation or
stimulation of interest and curiosity in the activity should be considered. This can be
addressed by (a) introducing the activity with an interesting puzzle or question, (b)
showing how the activity relates to the learners’ world and experience, or (c) discussing
practical issues at the interface and society.

Levels of Implementation of Practical Work

Level Level of Implementation
1  Teacher uses classroom demonstration to help develop concepts.
 Teacher uses specimens found in the local environment.
2  Teacher uses demonstrations to promote a limited form of inquiry.
 Some learners assist in planning and performing demonstrations.
 Learners participate in strictly supervised procedure.
 Learners communicate data using graphs and tablets.
 Teacher designs practical work to facilitate learners’ discovery of
information.
3  Learners perform “guided – discovery” type of hands-on activities in
small groups.
 Learners write scientific reports that support and justify their
conclusions based on data collected.
4  Learners design and perform their own “open” investigation.
 Learners reflect on the quality of data collected.
 Learners interpret data in support of their investigation.

4
Iiii
Pure mathematics is, in its way, the poetry of logical ideas.
— Albert Einstein, German theoretical physicist
MODULE

Integrative Approach
Integrative approach is not only a teaching method but is also a way of organizing
the instructional program to link skills from different subject areas. The integration does
not only show the learners how mathematics is used in everyday life, but provides them
opportunities to practice mathematical concepts. The learning environment is this
approach can be less formal or less structured. This approach is very useful in teaching
mathematical concepts and skills as it has also been proven effective in the other
learning areas.
Concepts:
 It can be used in combination with topics and skills in the different learning areas.
 It cuts across the curriculum as specific learning areas.
Why integrate?
 The “real world” is integrated.
 Learners do best when learning is connected.
 It makes learning relevant and meaningful.
 It capitalizes on the learners’ experiences.
How do we integrate?
 Integration may be content – based. For example, some contents of Araling
Panlipunan can be used as vehicle for the language skills development in Math,
as well as the content of Science and Health.
 Integration may be done by using thematic teaching. Some themes can center
on celebrations, current issues, learners’ interests/hobbies, priority values to be
enhanced, or learning area concepts.
Some principles on planning and implementing thematic teaching effectively are:
1. Themes should relate directly to the learner’s real-life experiences and should
revolve on what they know.
2. Themes should represent a concept for learners to discover more about the
topics/concepts to be learned.
3. Themes should be supported by a body of content that has been adequately
researched on.
4. Themes should integrate content learning with process learning.

C. Problem Solving

Problem – solving can best be defined as a learner – directed strategy in which

learners “think analytically about complex situations in order to find answers to a

5
Iiii
Pure mathematics is, in its way, the poetry of logical ideas.
— Albert Einstein, German theoretical physicist
MODULE

problem”. A problem is defined as a “situation in which you are trying to reach some
goal, and must find ways on how to get there”. Consider learner’s interest, ability level,
availability of resources and learners familiarity with brainstorming techniques.

Other Strategies and Techniques

A. Cooperative Learning

Cooperative learning is helpful in eliminating competition among learners. It

encourages them to work together towards common goals. It fosters learner’s positive
attitudes in working with teams. Its tangible benefits are learning to share turns and
cooperation.

B. Brainstorming

It is a teaching strategy in which the teacher elicits from the learners as many
ideas as possible while refraining from evaluating them until all possible ideas have
been generated. It is an excellent strategy for stimulating creativity among learners.
Although there may be many variations, brainstorming usually occurs in 4 phases: 1)
problem identification, 2) Idea generation, 3) Idea evaluation, and 4) solution
implementation and evaluation. The teacher should also encourage everyone to
participate and should accept all suggestions regardless of how strange they may seem.
During the idea – generation stage, criticism or evaluation of the learner’s ideas in NOT
permitted.

C. Questioning

Classroom teaching is dominated by questions and probes. In typical American

classrooms, an average of 100 – 150 questions are asked per hour (Brown &
Edmondson, 1984). It is estimated that 80% of instructional time is devoted to questions
and answers (Gall, 1984). The following are three (3) parts of classroom discourse
(Mechan1979):

 Initiation
The teacher initiates a questions or probe to an individual, group, or entire
class.

 Response
Students respond to a query individually or in unison.

 Evaluation
The teacher provides feedback to learners in the form of evaluation,
praise, or another question.

6
Iiii
Pure mathematics is, in its way, the poetry of logical ideas.
— Albert Einstein, German theoretical physicist
MODULE

Questions are important mechanisms for teachers to get learners more actively
involved in lesson development. However, teachers must remember that there is always
room for improvement in getting learners to ask appropriate questions and actively
evaluate responses. Effective questions are those that elicit an active response from
learners.

Following are other approaches and strategies that are also applicable in
teaching mathematics.
a. Simulations
b. Laboratory Approach
c. Individualized instruction using modules
d. Investigations
e. Social activities like a visit to a market or a store
f. Dramatization and dramatic play(for example , creating a classroom
store)
g. Stories and songs
h. Games
i. Contests

D. Inquiry Teaching

Inquiry Teaching involves providing learners with content-related problems that

serve as the foci for class research activities. The teacher provides/presents a problem
then the learners identify the problem.

THE STEPS IN THE PROCESS OF INQUIRY

1. Present discrepant event or specific problematic situation.

2. Encourage observation for developing a statement of research objectives
3. Ask students for observation and explanation
4. Encourage the testing of the hypothesis
5. Develop tentative conclusion and generalization
6. Debrief the process

E. DEMONSTRATION APPROACH

Demonstration Approach is a teaching strategy in which the teacher engages

“in a learning task other than just talking about it”.

7
Iiii
Pure mathematics is, in its way, the poetry of logical ideas.
— Albert Einstein, German theoretical physicist
MODULE

F. MATH-LAB APPROACH

The Mathematics Laboratory Approach is a method of teaching whereby children in

small groups work through an assignment/task card, learn and discover mathematics
for themselves.
It is a form of inductive and guided-discovery. This method is based on “learning by
doing.” This is an activity method and it leads the students to discover mathematics
facts.
Laboratory method is a procedure for stimulating the activities of the students and
to encourage them to make discoveries.

Procedure in Using Laboratory- Math Approach

1. Aim of The Practical Work

2. Provided materials and instruments
3. Provide clear instructions
4. Carry out the experiment
5. Draw the conclusions

Example of Laboratory method

Objective: To demonstrate the relationship of cylinder and cone.

Approach: LAB-MATH APPROACH

Materials and instruments:

1.cylinder
2. cone
3. colored paper/ rice grain

Procedure:
1. Take each pair of cylinder and cone having the same diameter and height
2. Fill the cone with the rice
3. Pour the cone into the cylinder until the cylinder is full
4. Observe the experiment

Advantages of Lab – Math Method

1. This method presents mathematics as a practical subject

2. The knowledge acquired by this method is more meaningful
3. This method helps in developing self – confidence amongst students
4. The children enjoy as they remain active in the laboratory
5. The children learn the use of different equipment which are used in laboratory

8
Iiii
Pure mathematics is, in its way, the poetry of logical ideas.
— Albert Einstein, German theoretical physicist
MODULE

G. INDIVIDUALIZED INSTRUCTION USING MODULES

The application of Individualized Instruction permits the learners to progress by

mastering steps through the curriculum at his/her own rate and independently of the
progress of other pupils.

The following table provides information about the knowledge and skills which
will be developed in learning mathematics using a particular teaching approach.
Suggested teaching activity is also included to help you understand how the learners
develop specific skill effectively.

Approach/Technique Competence/Skill Teaching Activity

Discovery Approach Ability to discover new ideas The teacher should provide
and concepts through activity through which the
reactions and active learner creates, finds, invents,
participation in challenging or gains understanding of and
class situations. discover some mathematical
principles, concepts or
procedures through his/her
efforts. – Efforts maybe
directed by the teacher or
aided by the text materials.
Practical Work Ability to manipulate concrete The teacher should provide
Approach objects or perform activities to simple and fun math activities
arrive at a conceptual that help learners understand
understanding of phenomena, math concepts easily by
situation, or concept. getting involved in the activity.
For example in learning to
value money, put up a mini
store in the classroom and let
learners play buying and
selling. They will learn to add
and subtract their money.
Through this hands-on activity,
the learners will not easily
forget what they learn.
Integrative Approach Ability to acquire knowledge The teacher can integrate math
and skills in more than one lessons with any subject such
learning area in the same as combining math and
teaching time. physical education where
learners play basketball while
assigning different shots for
equal point values.

9
Iiii
Pure mathematics is, in its way, the poetry of logical ideas.
— Albert Einstein, German theoretical physicist
MODULE

Problem Solving Ability to learn how to think The learners should be

more productively by provided with problem solving
combining creative thinking activities that allow them to
(to generate ideas) and critical become even more involved in
thinking ( to evaluate ideas) problem solving by formulating
Ability to organize information and solving their own
in a logical way and to look problems, or by rewriting
critically at the data to find problems in their words in
patterns and develop a order to facilitate
solution. understanding.
Cooperative Learning Ability to share responsibilities The learners should be given
and resources when they work tasks that promote the
toward common goals. elements of cooperative
Ability to learn how to respect learning. Cooperative learning
ones opinions. activities should give them
Ability to improve opportunities to discuss, solve,
understanding and positive and accomplish them through
attitudes towards work and peer interactions.
towards each other.
Brainstorming Ability to discover relationships
The teacher should facilitate
and patterns among data. brainstorming before the start
Ability to create new ideas, of any new lesson or activity.
solve problems, motivates and Planning new lesson/activity in
develop teams. math will be much easier if the
class begin simply by thinking
of ideas and writing them down
without following a particular
structure.
Questioning Ability to develop creative and The teacher should employ
critical thinking to advance good questioning techniques
understanding of math that guide, support, and
concepts. stimulate mathematical
thinking that arise from
engagement in open problems
and investigations.

https://www.youtube.com/watch?v=eSEKCafVHkQ
https://www.youtube.com/watch?v=VmYRwejP3yY
https://www.youtube.com/watch?v=_cY5XzOSgTE
https://www.youtube.com/watch?v=rWEwv_qobpU

Reference:
https://www.slideshare.net/janvylabarosa/approaches-in-teaching-
mathematics26 Nov 2013 ... APPROACHES IN TEACHING
MATHEMATICS. ... Jeevan.. my 'B' grade will definitely help me
in applying for a Pharmacy' course at University.

10
Iiii
Pure mathematics is, in its way, the poetry of logical ideas.
— Albert Einstein, German theoretical physicist