Topic 1:

Effective Mathematics Learning

Process Standards, Models & Pedagogies for
Teaching Of Numbers & Operations

Mathematics
Dr. Jacinta Johnny
Jabatan Matematik
IPGK Temenggong Ibrahim
MTES3073

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 Objective:

+ Acquire the pedagogical content knowledge by

connecting mathematical contents with suitable
pedagogies in the area of Numbers and Operations.
(C2, A4, PLO1)
Teaching Of Numbers & Operations
MTES3073

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Process Standards Connection Model ARM Model Effective Pedagogies

+ Action Reflection Modelling (ARM) Model

+ The design of ARM is based on a UH-IPG
collaboration programme (ref. link below, pg.95-97)
+ The three strands; Action, Reflection, and Modelling
are interlinked

Source: Jarvis, J., Dickerson, C., Thomas, K., & Graham, S. (2014). Retrieved from
http://ro.ecu.edu.au/ajte/vol39/iss3/5
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Process Standards Connection Model ARM Model Effective Pedagogies

+ Action: learning involves active participation and

active learning on the part of the learner
+ Pupils are involved in more than listening.
+ Less emphasis on teacher transmitting information
and more on developing students' skills.
+ Students are involved in higher-order thinking
(analysis, synthesis, evaluating, creating).
+ Students are engaged in activities.
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Process Standards Connection Model ARM Model Effective Pedagogies

+ Reflection: conduct critical reflection/ reflective

learning. All or either of the following may be
practised: examination of practice, reflexivity, a
constructive process, and a process of
transformation (Heng & Khim, 2004, p. 12-13)
+ Reflection as examination of practice: think about
what you did, what happened, and decide what you
would do differently next time. In other words, learn
from experience.
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Process Standards Connection Model ARM Model Effective Pedagogies

+ Reflection as reflexivity : examine your own attitude

and assumptions (not from other’s feedback) that
shape your teaching methods to improve the
learning experience
+ You may click on the following link to watch a short
clip about being reflective vs. reflexive:
https://www.youtube.com/watch?v=4FaC0V0RG2s

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Process Standards Connection Model ARM Model Effective Pedagogies

+ Reflection as a constructive process : think about

how to grow and progress from what has happened.

Source:
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Process Standards Connection Model ARM Model Effective Pedagogies

+ Reflection as a transformation process : think about

how do/ did you change in your teaching practice.

Source:
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Process Standards Connection Model ARM Model Effective Pedagogies

+ Modelling: model the theories into practice

+ modelling by staff to student teachers;
+ modelling by student teachers to enable them to
explore and gain practical experience of teaching
with the lecturers and their peers in the Institute;
+ modelling by student teachers to pupils in school;
+ modelling by pupils.

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Process Standards Connection Model ARM Model Effective Pedagogies

+ Effective pedagogies for mathematics

+ Learning mathematics via Connection Model:
Think Board method and Concrete-Pictorial-
Abstract (CPA) method
+ Learning mathematics via ARM Model
+ Mathematical reasoning via investigations of
conjectures
+ Learning mathematics via multiple intelligences
*Note: Pedagogy means method of teaching young learners
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Process Standards Connection Model ARM Model Effective Pedagogies

+ Learning mathematics via Connection Model:

+ Think Board method
+ Concrete-Pictorial-Abstract (CPA) method

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Process Standards Connection Model ARM Model Effective Pedagogies

+ Learning mathematics via Connection Model:

+ Think Board method
A visual learning tool to determine the extent
of your pupils’ understanding
Can be used for any stages of learning:
•Identifying Prior Knowledge
•Introducing a topic
•Teaching a topic
•Independent Learning
•Study and revision
•Post Assessment

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Process Standards Connection Model ARM Model Effective Pedagogies

+ Learning mathematics via Connection Model:

+ Think Board can be used to
+ visualise
+ classify
+ organise
+ sort

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Process Standards Connection Model ARM Model Effective Pedagogies

+ Learning mathematics via Connection Model:

+ Concrete-Pictorial-Abstract (CPA) method
+ Bruner: enactive-iconic-symbolic
+ CPA plays an important role in improving the
understanding of concepts as well as in
interpreting and solving problems

*Note: You may refer to your textbook pg.49-50

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Process Standards Connection Model ARM Model Effective Pedagogies

+ Concrete-Pictorial-Abstract (CPA) method

+ Pupils begin with concrete objects: ‘doing
phase’
+ Pupils progress to object representations
(pictorial): ‘seeing phase’
+ Pupils move on to symbolic phase (abstract)

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Process Standards Connection Model ARM Model Effective Pedagogies

+ Learning mathematics via Connection Model:

+ Concrete-Pictorial-Abstract (CPA) method

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Process Standards Connection Model ARM Model Effective Pedagogies

+ Learning mathematics via Connection Model:

+ Concrete-Pictorial-Abstract (CPA) method

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Process Standards Connection Model ARM Model Effective Pedagogies

+ Mathematical reasoning via investigations of

conjectures
+ Mathematics is a science of proof.
+ Learning happens by finding relationships and
patterns in one’s own experiences.
+ Investigating in mathematics is finding out about
an issue that we do not know the answer.

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Process Standards Connection Model ARM Model Effective Pedagogies

+ Mathematical reasoning via investigations of

conjectures
+ First, we formulate questions. As we try to answer
these questions, we begin producing, testing and
refining our hypotheses (conjectures). These
leads to proving and obtaining conclusions.

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Process Standards Connection Model ARM Model Effective Pedagogies

+ Mathematical reasoning via investigations of

conjectures
+ Example:

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Process Standards Connection Model ARM Model Effective Pedagogies

+ Learning mathematics via multiple intelligences

+ Existentialist intelligence

https://www.simplypsychology.org/multiple-intelligences.html
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Process Standards Connection Model ARM Model Effective Pedagogies

+ Learning mathematics via multiple intelligences

Bodily-Kinesthetic good at body movement, performing actions, and
Intelligence physical control. People who are strong in this area tend
to have excellent hand-eye coordination
Musical Intelligence good at thinking in patterns, rhythms, and sounds. They
have a strong appreciation for music and are often good
at musical composition and performance
Logical-Mathematical good at reasoning, recognizing patterns, and logically
Intelligence analyzing problems. These individuals tend to think
conceptually about numbers, relationships, and patterns
Interpersonal good at understanding and interacting with other people.
Intelligence These individuals are skilled at assessing the emtions,
motivations, desires, and intentions of those around them
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Process Standards Connection Model ARM Model Effective Pedagogies

+ Learning mathematics via multiple intelligences

Intrapersonal good at being aware of their own emotional states,
Intelligence feelings, and motivations. They tend to enjoy self-
reflection and analysis, including daydreaming, exploring
relationships with others, and assessing their personal
strengths
Linguistic-Verbal able to use words well, both when writing and speaking.
Intelligence These individuals are typically very good at writing
stories, memorizing information, and reading
Visual-Spatial good at visualizing things. These individuals are often
Intelligence good with directions as well as maps, charts, videos, and
pictures

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Process Standards Connection Model ARM Model Effective Pedagogies

+ Learning mathematics via multiple intelligences

Naturalistic Intelligence more in tune with nature and are often interested in
nurturing, exploring the environment, and learning about
other species. These individuals are said to be highly
aware of even subtle changes to their environments

+ Gardner proposes that everyone possess the

eight intelligences, but the extend/ strength may
differ according to each person

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Process Standards Connection Model ARM Model Effective Pedagogies

+ The challenge appears when a teacher must plan

a teaching-learning activity to help a diverse
group of students achieve their maximum
learning potential.
+ Examples of learning activity:
+ https://digitalcommons.brockport.edu/cgi/viewconten
t.cgi?article=2290&context=ehd_theses
+ https://bangqohar.wordpress.com/2012/10/24/how-
to-create-mathematics-lesson-plan-integrating-
multiple-intelligences/
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Process Standards Connection Model ARM Model Effective Pedagogies

How can I involve

How can I bring in hands-on experience?
numbers, calculation, How can I encourage
classification, logic and pupils in cooperative
critical thinking? learning?
Lesson
How can I incorporate
living things, natural Planning How can I use spoken or
phenomena or Questions written words?
ecological awareness? for
Teachers
How can I evoke
feelings, memories or How can I use visual
give pupils choices? aids, visualisations, art,
How can I bring in music colours or metaphors?
or sounds?

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Task 1-2: https://app.teachermade.com/b
egin/b93acfde-f7db-4c36-9b61-
Click on the following link
39f486edb0d3
to answer questions
related to effective
mathematics learning.

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Task 1-3:
Choose one of the Step 1: Choose a pedagogy.
pedagogy learned.
Step 2: Choose a topic & learning
Explain how you can use activity
the method to teach
mathematics. Your Step 3: explain how you can use the
explanation should method to teach the activity
include an example of an
activity based on a topic
of your choice.

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 Credits
+ Presentation template by SlidesCarnival
+ Slide contents by Dr. Jacinta Johnny
+ Jarvis, J., Dickerson, C., Thomas, K., & Graham, S. (2014). The Action –
Reflection – Modelling (ARM) Pedagogical Approach for Teacher
Education: a Malaysia-UK Project. Australian Journal of Teacher
Teaching Of Numbers & Operations

Education, 39(3). Retrieved from http://ro.ecu.edu.au/ajte/vol39/iss3/5

+ Heng, L. W., & Khim, T. S. (2004). Reflective practice in Malaysian teacher
education: Assumptions, practices and challenges (Vol. 1). Marshall
Cavendish Academic: Singapore.
MTES3073

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 Credits
+ https://uhra.herts.ac.uk/bitstream/handle/2299/17269/Accepted_Man
uscript.pdf?sequence=3
+ https://www.aplusteachingresources.com.au/think-board/
+ Da Ponte, J. P. (2011). Exploring and investigating in mathematics
teaching and learning. In Proceedings of ICME (Vol. 11). Extracted from
Teaching Of Numbers & Operations

https://www.mathunion.org/fileadmin/ICMI/files/About_ICMI/Publicatio
ns_about_ICMI/ICME_11/da_Ponte.pdf
+ https://www.simplypsychology.org/multiple-intelligences.html
+ Dannenhoffer, J. V., & Radin, R. J. (1998). Using Multiple Intelligence
Theory in the Mathematics Classroom. age, 2, 1.
MTES3073

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