LESSON 1

TEACHING AND LEARNING

Andrea S. Francisco

IV- BEED

ACTIVITY 1

Some Views about the Nature of Mathematics and

Mathematics Teaching and Learning

DIRECTIONS: Read and reflect on each item carefully. State whether you agree or

disagree to each of the statements. The questionnaire asks for your opinion, hence,

there is no right or wrong answer.

Statements

1. Learning mathematics means mastering a fixed set of basic skills.

Answer: Agree

2. Mathematics is a series of arbitrary rules, handed down by the teacher, who in turn
got them from some very smart source.
Answer: Disagree
3. Mathematics is about getting the right answers.
Answer: Agree

4. There is only one way to solve any problem.

Answer: Disagree

5. Every problem must have a predetermined solution.

Answer: Agree

6. Mathematics is boring and nothing you can do will make it interesting.

Answer: Disagree

7. Mathematics never changes.

Answer: Disagree
 8. Only very intelligent people can understand mathematics. Others cannot do it at all.
Answer: Disagree

9. Males are better in mathematics than females.

Answer: Disagree

10.The harder mathematics is, the better it is – if it is too easy, it cannot be really
mathematics.
Answer: Agree

11.Mathematics requires the memorization of a lot of rules and formulas.

Answer: Disagree
12.There is no room for opinions in mathematics. Everything is right or wrong, true or
false.
Answer; Agree

13.Mathematics is made up of a number of unrelated topics.

Answer: Agree

14.If you are good in language, you are not good in mathematics.
Answer: Agree

15.You have to be really good in math to appreciate it.

Answer: Disagree

ACTIVITY 1.2 : WHAT’S IN A CIRCLE?

CAN Circumference (C) Diameter C/D

A 28.26 cm 9 3.14
B 18.84 cm 6 3.14
C 12.56 cm 4 3.14
D 29.83 cm 9.5 3.14

Relationship between the circumference and diameter of a circle:

The circumference of a circle is the distance around the outside of the circle. The

diameter is the distance across the circle. It must pass through the center or the circle.
SCQ1.1

1. Yes. The formula of circumference and diameter and substituting the values to

the formula.

2. Yes.

3. Mathematics is about shapes, patterns, quantity, arrangements and

relationships.

SCQ1.2

1. Mathematics is boring and nothing you can do will make it interesting. As a

future teacher, we have to be flexible for us to entertain the differences of our

students. We have to use different strategies to teach mathematics for the

students to be interested.

2. I don’t agree to some statements because I think in this subject the teacher’s role

is the most important to his/her pupils.

SCQ1.3

1. Yes. About some operations like addition, subtraction, multiplication, and division

because they apply it to their everyday life/situations.

2. Yes. It is one way to develop their confidence in class and also for them to know

that in mathematics we should explain how we come up to a specific answer.

3. Yes. Problem solving is like the root of all equations in elementary.

4. Yes. Differentiated learning. Also connecting to real world scenarios.

ACTIVITY 1.3

1. Agree

2. Disagree

3. Agree
4. Agree

5. Agree

6. Disagree

7. Disagree

8. Agree

9. Agree

10.Agree

11.Agree

12.Agree

13.Agree

14.Agree

15.Agree

16.Agree

17.Agree

18.Agree

19.Disagree

20.Agree

ACTIVITY 1.4

BEHAVIORISM
VIEW OF LEARNING Accumulation of responses
through selective
reinforcement.
VIEW OF LEARNER Creators of understanding.
COGNITIVISM
Development of strategies,
encode and retrieve
information.
Empty receptacle.

ROLE OF TEACHER Controller of the Partner in the process of

environment through
reinforcement and cues for
appropriate student behavior.
ROLE OF LEARNER Passive recipient of stimuli
from teacher and
meaning making; helps
students organize and
make sense of information.
Active meaning maker
through strategy use.
 environment
SCQ1.4

1. Constructivist.

2. Yes, for the students to learn how to construct knowledge on their own.

3. No.

4. Teachers must be a facilitator of learning to encourage students in self-learning.

SCQ1.5

1. Behaviorist perspective because it teaches the student’s behavior and character

to be makaDiyos, makakalikasan, makatao, and makabansa.

2. Develop the student’s behavior.

3. I am the mathematics teacher who teaches based on the differences of my

pupils. If my students will be interested if I storytell, play videos, show pictures, I

will do it that way.

SCQ1.6

1. It is based on observable behavior. The behaviorist approach to mathematics

focuses on route memorization, call and response, and drills. This belief is

grounded in the theory that for a child to expand their learning, they need to

explore their environment and learn from hands-on experience.

2. It is based on the idea that knowledge can never be passed from one person to

another. The only way to acquire knowledge is to create or construct them. The

study process and learning methods appropriate to the constructivist approach

also were studied.

3. The nature and goals of teaching and learning mathematics are to encourage

and enable students to: recognize that mathematics permeates the world around

us. 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.