LESSON 1: STRATEGIES IN TEACHING MATHEMATICS

 Teaching - The act of imparting knowledge or skills to another.

 Deductive Method - Begins with what is general and proceed to what is specific.
 Inductive Method - Begins with what is known to the learners and ends with what is abstract.
 Teaching Method - The systematic way of doing something. It implies an orderly logical
arrangement of steps.
 Teaching Technique- It is the teacher’s style or tricks to accomplish an immediate objective.

What is Teaching?

 The Mariam Webster Dictionary (2016) defines teaching as the act of imparting or providing
knowledge or skills to another.

What is Teaching Method?

 The procedure or way of teaching especially in accordance with a defined plan. The term teaching
method refers to the general principles, or pedagogy used for classroom instruction.

The two main methods:

• Deductive method

 begins with what is abstract, general, unknown to the learners and proceed to what is
concrete, specific and what is known to the learners.

• Inductive method

 starts with what is specific, concrete and what is known to the learners and ends with what is
abstract, general and unknown.

Factors in Choosing a Method

1. Instructional Objective.

• If the objective is to master multiplication facts, the strategy maybe more on drill and practice.

2. The Nature of the Subject Matter.

• Generally, the inductive approach is favored over the deductive approach, but certain topics are
more effectively and efficiently taught using the deductive method.

3. The Learners.

• The learners’ readiness is a factor we cannot ignore. Complex, investigative strategies maybe more
suitable for more competent students while drill and practice for mastery may be more
appropriate for the less competent students.

4. The Teacher.

• Beginning teachers, or those who are still groping with the subject matter, are usually more
confident using the deductive method. The inductive method requires a solid understanding of the
subject matter as it involves more processing of ideas and student responses.

5. School Policies.

• Some school adopt particular approach to teaching.

STRATEGIES IN TEACHING MATHEMATICS

1. DIRECT INSTRUCTION

 the most traditional approach in teaching. It is a teacher-centered and is an efficient means of

covering content.

2. COOPERATIVE LEARNING

 in this format, students work together in small mixed ability groups to achieve a particular goal or
to complete an academic tasks.

 This strategy serves the following purposes:

1. To increase achievement through group collaboration that enables students to learn from
each other.

2. To provide an alternative to the competitive structure of most classrooms today that

discourages poorer students; and

3. To improve human relations in the classroom by promoting interdependent activities that

teach collaborative skills.

3. DISCOVERY LEARNING

 the ultimate goal of this learning is that learners learn how to learn rather than what to learn.

 this learning refers to an “Inductive Method.”

4. PRACTICAL WORK APPROACH (PWA)

 the learners in this approach, manipulate concrete objects and/or perform activities to arrive at a
conceptual understanding of phenomena, situation or concept.

5. INDIVIDUALIZED INSTRUCTION USING MODULES

this permits the learners to progress by mastering steps through the curriculum at his/her
own rate and independently of the progress of other pupils
6. INTEGRATIVE LEARNING

 Is both a “method of teaching and a way of organizing the instructional program so that many
subject areas and skills provided in the curriculum can be linked to one another”.

7. PROBLEM-BASED LEARNING (PBL)

 It is centered on posing a problem and leading student through an investigative procedure to

solve it.

LESSON 2: BEHAVIORISM AND CONSTRUCTIVISM IN TEACHING

 Constructivism in Teaching
Constructivism is a theory about knowledge and learning that is influenced by the work of Jean
Piaget and Lev Vygotsky. It is anchored on the following principles from research on cognitive
psychology.
 • Learners construct understanding.

• All learning depends on prior knowledge.

• Learning is enhance by social interaction.

Lev Vygotsky – Sociocultural Theory in Learning

Vygotsky Theory is that social interaction plays a very important in cognitive development.

The More Knowledgeable Other (MKO)- Refers to anyone who has better understanding or higher
ability level than the learner. Normally thought of as being a teacher, trainer, or older, adult, but MKO
could also peers, a younger person, even computers.

Zone of Proximal Development - Difference between what child can accomplish alone and she/he can
accomplish with the guidance of another.

Scaffolding- Appropriate assistance given by the teacher to assist the learner accomplish a task.

Traditional Classroom
These are the indicators of a Traditional Classroom

1. Curriculum emphasizes basic skills and proceeds from the parts to the whole.

2. Adheres strictly to fixed curriculum

3. Primary materials are the textbook and workbook.

4. Learning is based on repetition

5. Teacher disseminate information, students receive knowledge.

6. Teacher’s role is directive, rooted in authority.

7. Assessment is through pen and paper testing.

8. Knowledge is seen as inert.

9. Students work alone.

Constructivist Classroom
These are the indicators of a Constructivist Classroom

1. Curriculum emphasizes BIG concepts, proceeds from the whole and expanding to include parts

2. Values student questions and interests

3. Materials are varied and include manipulatives.

4. Learning is interactive, building on what the students already knows.

5. Teachers facilitate the students’ construction of knowledge.

6. Teacher’s role is interactive, rooted in negotiation.

7. Assessment focuses on both process and product, emphasizes authenticity of tasks.

8. Knowledge is seen as dynamic, ever changing with our experiences.

9. Students work in groups.

LESSON 3: THE NATURE OF MATHEMATICS

The National Council of Mathematics (NCTM), the largest organization of mathematics teachers in the
world, defines the nature of mathematics as follows:

1. Mathematics is a study of patterns and relationship.

Mathematical ideas are interwoven with each other. Students must explore the recurring ideas or
the patterns and discover the relationships between and among them.

2. Mathematics is a way of thinking.

The problem solving activities and various lessons in mathematics train us to think logically,
analytically, critically and systematically. In a way, mathematics provides us with the thinking skills
needed to confront everyday problems.

3. Mathematics is an art.

Mathematics is characterized by order and internal consistency. Numerous patterns can be found in
numbers and geometric figures. Tessellations, weaving and tiling are a few explicit examples of
mathematics in art. By exploring the orderliness and consistency of mathematics, we learn to
appreciate its beauty.

4. Mathematics is a language.

It is used to communicate complex processes and thoughts efficiently using symbols and specific
and precise terms. Mathematics has its own register, which students have to learn to be able to
communicate well about mathematics and to speak and think like mathematicians. For instance,
“equal”, “congruent”, and “similar” cannot be used interchangeably.

5. Mathematics is a tool.

Many occupations require the knowledge of mathematics. Scientists, engineers, businessmen and
many other professions use a great deal of mathematics to do their work.

The Goals of Mathematics Education

The National Council of Teachers of Mathematics’ Standards for School Mathematics (NCTM), 1989
identified five broad goals required to meet the students’ mathematical needs for the 21 st century.

NCTM recommends that mathematics teachers enable students to:

1. Value Mathematics

Students will value mathematics if they see how it plays a role in their real lives and in society. Thus,
you task is to make mathematics learning meaningful to the students by connecting the lesson to
their real life experiences.

2. Reason Mathematically
 Mathematics trains the mind to think analytically and logically. As the teacher, your task is to
provide activities that will provide student’s opportunities to reason logically, make conjectures,
gather evidence, build arguments, and arrive at informed and sound decisions. The process of
obtaining the correct answers should be emphasized.

3. Communicate Mathematics

To be able to communicate well in in mathematics, students must be familiar with the mathematics
register, or the special vocabulary of mathematics. You must provide a good model in the use of
correct and precise mathematical terms and phrases. You must also encourage students to verbalize
and defend their answers.

4. Solve Problems

Problem solving is the heart of mathematics. Students must be exposed to a variety of problems-
problems that vary in context, in level of difficulty and in mathematical methods required for their
solutions. Students must learn to analyse the conditions in a problem, to restate it, to plan strategies
for solving it, to develop several solutions, and to work collaboratively with others in search of the
solution. Most of all, students must develop the discipline and perseverance to solve no matter how
complex.

5. Develop Confidence

Taking pride in one’s competence in mathematics is all-important. Sadly, a number of people find it
fashionable to boast of their incompetence in mathematics. To go further in mathematics, a student
must develop confidence in his/her ability to learn and do mathematics. Such confidence is built on
success in mathematical tasks in the classroom.

LESSON 4: K TO 12 CURRICULUM FOR BASIC EDUCATION

The K to 12 Program covers 13 years of basic education with the following key stages:
• Kindergarten to Grade 3
• Grades 4 to 6
• Grades 7 to 10 (Junior High School)
• Grades 11 and 12 (Senior High School)
Why are we now implementing 13 years of basic education?

The Philippines is the last country in Asia and one of only three countries worldwide with a 10-year
pre-university cycle (Angola and Djibouti are the other two).

During the assessment done by the prestigious organization Trends in International Mathematics and
Science Study (TIMSS), rank the Philippines 34th out of 38 countries in HS II Math and 43rd out of 46
countries in HS II Science; for grade 4, the Philippines ranked 23rd out of 25 participating countries in
both Math and Science. In 2008, even with only the science high schools participating in the Advanced
Mathematics category, the Philippines was ranked lowest.

SALIENT FEATURES

1. Strengthening Early Childhood Education (Universal Kindergarten)

Every Filipino child now has access to early childhood education through Universal Kindergarten. At 5
years old, children start schooling and are given the means to slowly adjust to formal education.

2. MAKING THE CURRICULUM RELEVANT TO LEARNERS (CONTEXTUALIZATION AND

ENHANCEMENT)

Students acquire in-depth knowledge, skills, values, and attitudes through continuity and consistency
across all levels and subjects.

3. BUILDING PROFICIENCY THROUGH LANGUAGE (MOTHER TONGUE-BASED MULTILINGUAL

EDUCATION)

Students are able to learn best through their first language, their Mother Tongue (MT). 

4. ENSURING INTEGRATED AND SEAMLESS LEARNING (SPIRAL PROGRESSION)

Subjects are taught from the simplest concepts to more complicated concepts through grade levels in
spiral progression.

5. GEARING UP FOR THE FUTURE (SENIOR HIGH SCHOOL)

Senior High School is two years of specialized upper secondary education; students may choose a
specialization based on aptitude, interests, and school capacity. The choice of career track will define
the content of the subjects a student will take in Grades 11 and 12. Each student in Senior High School
can choose among three tracks: Academic; Technical-Vocational-Livelihood; and Sports and Arts.

6. NURTURING THE HOLISTICALLY DEVELOPED FILIPINO (COLLEGE AND LIVELIHOOD

READINESS, 21ST CENTURY SKILLS)

After going through Kindergarten, the enhanced Elementary and Junior High curriculum, and a
specialized Senior High program, every K to 12 graduate will be ready to go into different paths – may it
be further education, employment, or entrepreneurship.

Every graduate will be equipped with:

Information, media and technology skills,
Learning and innovation skills,
Effective communication skills, and
Life and career skills.

Is SHS really necessary? Must I go to SHS?

Yes, according to the law. Beginning SY 2016-2017, you must go through Grades 11 and 12 to graduate
from High School.
If I choose not to go to SHS, what happens to me?

You will be a grade 10 completer, but not a high school graduate. Elementary graduates are those who
finish grade 6; high school graduates must have finished grade 12.

LESSON 5: RATHMELL TRIANGLE MODEL

The Rathmell Triangle Model states that relationships must be discussed between real-world
situations, materials, language and symbols.

This triangle model suggests six interactions that need to be facilitated:

Model to Language
Model to Symbol
Language to Symbol
Language to Model
Symbol to Model
Symbol to Language

A strategy that is anchored on this model begins with a real-life application of the concept to
make the lesson more meaningful to the learners. It uses concrete or visual materials to illustrate the
concept before proceeding to the operation of symbols. Also, emphasis is placed on the mathematical
language used.