Teaching in the Specialized Field:

The Nature of Mathematics Education; The Issue of Learning Theories and Classroom Practice
&
Developing Mathematical Proficiency Guide
Learning Log

 I’ve been learning about…

“The Nature of Mathematics Education; The Issue of Learning Theories and
Classroom Practice” and
“Developing Mathematical Proficiency guide” where Math education and proficiency
is deliberated to provide awareness of the situations that is not thought of that
actually happens in the classroom and of ways to help students nurture their
abilities in mathematical aspects.

 Knowing about the topic helps me empathize with my teachers' role and with my
classmates' confusion whereas I thought that teaching is just demonstrating and
explaining to students, also that all students are the same and if they didn’t learn is
because they intend not to participate or they are just disregardful towards the
subject.
In addition, it helps me equip myself for the future so I could work with my
profession applying the theories of good teaching and practicing positive
engagement with the future learners and share them the knowledge that could help
them develop their Mathematical skills that could be applied in real life situations.

“Learning with understanding is self-generative.” (Van de Walle, 2007)

This quote reminds me of my coach in our math class when suddenly writes on the board
continuosly without a word which hooked my attention. It was a detailed process of calculation
so it left me in silence. Aftermath, he turn around and asked me if I get it. I hesitantly nod which
I actually understood it because I had followed the step-by-step process he wrote on the board
and I just get fond if it for he often do it when we had a review session. It’s just my first time
being done in our class. My classmates were amazed that he didn’t even discussed it for the
reason that our teacher talks a lot. I also noticed that the whole class were like frozen then our
teacher said, “Don’t worry, I won’t include that in your exam.”
Learning with understanding is indeed self-generative.
After our class, my classmates is quite confused about the earlier problem so I repeat the
calculation on them step-by-step asking them to focus for a while. They told me that it was
confusing at first because they only see it being solved only realized that it is a piece of cake
after knowing how it happened. They enjoy the process and even share it to some of our
classmates and some of them do the same which is already the snowball effect. Learning math
is definitely enjoyable. Furthermore, when our math teacher sing the multiplication tables and
taught us the tone for it. And some multiplication tricks too.

What I think…
a) How can you say that a student is proficient in Mathematics?
1. I think that if a student can solve problems with less effort then he
could be proficient in math.
2. Also when a student can calculate without calculator
3. And if a student is advanced in mathematics or knowledgeable about
it.

b) How can you measure proficiency?

1. Probably, by giving them surprise quiz.

Five Strands of Mathematical Proficiency

 Conceptual understanding – comprehension of mathematical concepts, operations, and
relations.
 Procedural fluency – skill in carrying out procedures flexibly, accurately, efficiently, and
appropriately.
 Strategic knowledge – ability to formulate, represent, and solve mathematics problems.
 Adaptive reasoning – capacity for logical thought, reflection, explanation, and
justification.
  Productive disposition – habitual inclination to see mathematics as sensible, useful, and
worthwhile, coupled with a belief in diligence and one’s own efficacy.

THEORY AND PRACTICE

 Teaching is intellectual work
 Successful teacher works with students
 Main source of foundation in education is personal experience that can lead the
teacher into an adventurous situations like;
 Modifying an existing theory; or
 Proposing a new theory where possible; or
 Doing further research to fine-tune an
existing theory.

ROLE OF THEORY
 To provide instructions for action
 To provide a standardized collection

°if used as guide, it may help to:

 Envision ways of enhancing the
teaching/learning environment, including
the curriculum;
 Establish methodology;
 Characterize, view, clarify and justify
student and teacher findings in the
classroom;
 Turn practical problems into research
problems;
 Identify various steps in the study of a
research problem; and
 Create research problems.

 Constructivism Learning Theory ensures engagement between teacher and

learner
Impact

Students are co-responsible for their

Learning, and the teacher becomes a counselor.

Learning is richer given that the student not only

Studies mathematics introduced in the form of

Another field of knowledge, but has also stirred

Up his analytical and inventive senses.

Teaching mathematics…

Aims to give the student a better understanding

Of mathematical concepts; to prepare him / her to

Read, comprehend, formulate and solve specific

Situation-problems, and to awaken his/her critical

And inventive senses

Rules are to be observed when teaching mathematics:

 Make mathematics interesting and

practical.
 Consider the previous knowledge of the
student.
 Make the curriculum for mathematics
socially engaging.
 Frame groundbreaking or innovative
projects in mathematics.
📱I remember a documentary from YouTube where a math teacher always wear a
unique costumes for his students online. He would spend about an hour for make
up and wearing of costume. He keeps on doing it to gain the attention of learners
and become interested in his class knowing that attention span of students would
normally last in short period of time specifically in Mathematics, whereas they
think of it a hard subject.

SEVEN STYLES OF TEACHING MATHEMATICS:

1. Child centered style: Here the instructor

provides a framework, and the students
pursue it in accordance with their desires
and likes.
2. Teacher centered style: In this, the teacher
plays a major role. The teaching learning
process is dictated by the teacher.
Learners are passive listeners.
3. Subject Centered style: Here the teacher's
main emphasis is on the structured content
of the subject matter that should be
presented to the learners.
4. Task Centered Style: Here learning is seen
on individual bases as the teacher
prescribes the material to be learnt by the
learners and then he expects specific
performance on the part of the students.
5. Learning Centered Style: Opposite of child
centered and subject centered styles, the
focus here is on the learners and their
learning regardless of their abilities and
handicaps.
6. Co-operative Planner Style: Means and
ends of instructions are planned by the
teacher in cooperation with the learners.
Here the teacher inspires and assists the
learners in every way.
 7. Emotional Involvement Style: The teacher
is affectionately involved in this style of
teaching. He enters the teaching learning
process with zeal and dedication and thus
he succeeds in producing good class room
environment.

📔 Knowing that there are multiple intelligences and students learn in various
ways, it is significant to know what style could be applicable for them in specific
field of subject for the reason that various subjects also have different level of
difficulty for learners.