PRINCIPLE AND STRATEGY OF TEACHING MATHEMATICS

Trento External Study Center

Agusan del Sur State College of Agriculture and Technology

Bunawan, Agusan del Sur

MATH 18 – PRINCIPLE AND STRATEGY OF TEACHING MATHEMATICS

COURSE LEARNING PACKET (CLP)

Prepared by:
Jerwin L. Repollo
Instructor

Faculty from the College of Teacher Education, Trento External Study Center
Agusan del Sur State College of Agriculture and Technology

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Table of Contents

ASSCAT Vision, Mission & Quality Policy

Introduction to the Course Learning Packet
Flexible Learning Course Syllabus
Unit 1. Conceptual Framework of Math Education
Unit 2. Underlying principles and strategies
Unit 3. Understanding Cooperative Learning Structures (CLS)
Unit 4. Reflective Teaching
Unit 5. Inquiry-based Teaching
Unit 6: Direct Instructions
Unit 7: Integrating ICT in Mathematics Teaching
Unit 8: Instructional Planning
Unit 9: Designing Learning Activities in Mathematics
Unit 10: Managing students’ behaviors in the classroom
Unit 11: Learning Walk Activities

ASSCAT Vision, Mission & Quality Policy

Vision

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ASSCAT as the premier agro-industrial Higher Education Institution in CARAGA Region capable of producing morally upright,
competent and globally competitive human resource capable to effectively undertake and implement sustainable development.

Mission
ASSCAT shall primarily provide higher professional, technical and special instructions for special purposes and to promote
research and extension services, advanced studies and progressive leadership in agriculture, education, forestry, fishery, engineering, arts
and sciences and other relevant fields.

Quality Policy
Agusan del Sur State College of Agriculture and Technology’s vision to be a premier agro-industrial Higher Education Institution
in Caraga Region is fostered by the following principles:

• sustaining quality education experience and community engagement;

• encouraging optimum resource management;
• developing an environment that is conducive for intellectual and personal growth; and
• generating relevant knowledge through innovative thinking.
• To continually improve our Quality Management System, we commit to comply with all applicable requirements and provide service
excellence in our four-fold functions.

Introduction to the Course Learning Packet

Welcome to the Course Learning Packet for MATH 18 – PRINCIPLE AND STRATEGY OF TEACHING MATHEMATICS

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This toolkit is intended to facilitate the instructional teaching and learning delivery of the said course using flexible modality. The Course
Learning Packet (CLP) serves as a springboard to learn the content in focus. This course is information-intensive, and many books with a title
Building and Enhancing New Literacies Across the Curriculum contains the foundational knowledge of the content. We also encourage
everyone to explore other relevant resources available in various means. Likewise, it will assist students to achieve the Course Intended Learning
Outcomes (CILOs) within the term, even with very limited technological capabilities and minimum supervision.
The learning activities incorporated in this CLP are designed to engage students in asynchronous and synchronous learning tasks. This
CLP follows four (4) phases for its instructional design. Critical understanding of each phase will help in making sense of the given activities
under each phase. With the principle of flexibility in mind, the stated activities in phase are suggestive in nature.
Four (4) phases:
1. Activation of Prior Knowledge
2. Presentation and development of Concepts
3. Application of the generalized concepts
4. Assessment
Aside from the instructional design, other components are also included like Key Points to Ponder and Additional Readings.
This CLP may be accessed through flash drives or printed materials.

Flexible Learning Course Syllabus

Course Code Math 18
Course Name Principle and Strategy of Teaching Mathematics
Course Description This course deals with the application of current principles, methods, philosophical foundations, and strategies of teaching Mathematics
that are learner-centered and research-based. This is anchored on the Conceptual Framework of Math K to 12
Education. It aims to equip students with the knowledge and skills on how to design appropriate learning activities, and create ICT-
driven instructional materials that they can utilize for lesson planning and microteaching.

Contact Hours/Week 3 hours/week

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Program Outcomes
A. Display deeper knowledge and understanding on the principles and strategies in teaching mathematics using various
teaching methods (e.g. inquiry method, integrative method, etc.) through demonstration teaching;
B. Display competence in designing, constructing, implementing and managing classroom structures and different teaching
strategies to suit learners’ needs and the available physical learning environment;
C. Demonstrate pedagogical content and technological knowledge in Math to implement teaching strategies that develop
21st century skills and promote literacy and numeracy, using varied and appropriate Mathematical tools and software;
D. Manifest positive attitude towards learning by engaging in every exploratory and expository activities in Math classes.

. GRADING SYSTEM
Criterion Reference

Students Output (non- laboratory courses) 60%

Quizzes/Performance Task - 40%
Requirements/Project - 20%

Term Exam 40%

100%

40%- Midterm
60%- Final

Major : Requirements

1. Unit Activities
2. Post-Test (Long quiz)

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3. Pre-Demonstration (Mid- term)

4. Final Demonstration (Final Exam)

Unit I Conceptual Framework of Math Education

Course Intended Learning At the end of the unit, the students are expected.
Outcomes
a. discuss how critical thinking skill is developed in Mathematics teaching;
b. discuss how problem-based strategy enhances learning Mathematics; and
c. distinguishes the key features of Problem Solving and Problem-based strategy.

Essential Questions How critical thinking skill is developed in Mathematics teaching ?

How problem-based strategy enhances learning Mathematics?
What are the key features and problem based strategy.
Overview When students think critically in mathematics, they make reasoned decisions or judgments about what to do and think.
In other words, students consider the criteria or grounds for a thoughtful decision and do not simply guess or apply a
rule without assessing its relevance. For example, rather than directing students to use a particular strategy to solve an
assigned problem, the teacher works with them to identify various strategies and to develop criteria for choosing a
suitable strategy from among the options.

Learning Targets At the end of this lesson, students should be able to:
- Develop critical thinking skill is developed in Mathematics teaching and apply problem based Strategy to
enhances learning Mathematics.

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Activation of Prior One of the most basic reasons for developing mathematical skills is that it has both simple and complex problems which
allows an individual to navigate through a step-by-step process of learning it. In many countries mathematics is considered to
Knowledge be a mandatory subject in school education. 

This adds to the problem-solving ability, reasoning, fluency, and understanding. It involves both critical and creative thinking. Mathematics is a subject which
is always supported by facts and reasons.

Presentation and Goal of Mathematics Education

development of
Concepts One of the most basic reasons for learning mathematics in K-12 is to be able to apply mathematical critical thinking and
knowledge to solve both simple and complex problems, and, more than just allowing us to navigate our lives through a
mathematical lens, being numerate allows us to make our world a better place.
What is critical Thinking in Mathematics?
In today’s world, critical thinking is a widely accepted educational goal. The overall concept refers to a careful thought process that is directed
towards a specified goal. The process differs based on the type of goal, criteria and norms, resources available, and the competition. In addition, critical
Thinking is  disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing g, and/or evaluating information gathered from,
or generated by, observation, experience, reflection, reasoning , or communication, as a guide to belief and action (Scriven & Paul, 1987).
In proper terms it may be defined as “the ability to think logically and rationally by understanding the connections between various messages and
thoughts. It is the ability to engage in reflective and independent thinking.”
How critical thinking skill is developed in Mathematics teaching?
When students do math, they can perform computations and explain concepts because they've learned formulas and definitions through practice and
rote memorization. They don't necessarily know why the formula works, but they can use it. Likewise, they may not know how some ancient mathematician
defined the concept, but they know the definition.
On the other hand, students who've been taught to think critically in math can explain why a formula works, and they can trace the steps used to
define a concept. Not only can they solve a problem, they can explain the logic behind the process they used to reach a solution.

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What is Problem Solving?

Problem solving
Finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown (Polya, 1945 & 1962).

Content areas in the in the K-12 curriculum includes:

• Numbers and Number Sense
• Measurement
• Geometry
• Patterns and Algebra
• Probability and Statistics

How problem-based strategy enhances learning Mathematics?

To solve the problem, students will need to analyze data, determine the trends in each place, and select a method for predicting the future
temperatures. They may need to use a variety of formulas and statistical tools to form their predictions. Teachers can take this a step further enhances learning
Mathematics.
What is Problem-Based Learning (PBL)?

Problem-based learning is based on the messy, complex problems encountered in the real world as a stimulus for learning and for integrating and organizing
learned information in ways that will ensure its recall and application to future problems. Problems are raised at the start of the topic, before students have
been taught some of the relevant knowledge. By actively engaging with the problem, students develop skills around finding information, identifying what
information they still need, and possible sources of that information. Learners are able to connect what they are learning in class to their own lives and
important issues in their world.

Problem-based learning activities are designed to help graduates develop transferable skills and attributes alongside gaining appropriate discipline-
specific knowledge. Transferable skills/attributes are part of the degree level expectations that represent the intended outcomes for a university education and
are being written into program curriculum. Problem-based learning challenges students to: (a) develop the ability to think critically; (b) analyze problems; and

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(c) find and use appropriate learning resources. Through PBL learners, are progressively given more and more responsibility for their own education and
become increasingly independent of the teacher for their education. 

In problem-based learning:

 Learners encounter a problem and attempt to solve it with information they already possess allowing them to appreciate what they already know.
 They identify what they need to learn to better understand the problem and how to resolve it.
 Once they have worked with the problem as far as possible and identified what they need to learn, the learners engage in self-directed study to
research the information needed finding and using a variety of information resources (books, journals, reports, online information, and a variety of
people with appropriate areas of expertise). In this way, learning can be personalized to the needs and learning styles of the individual.
 The learners then return to the problem and apply what they learned to their work with the problem in order to more fully understand and resolve the
problem.
 After they have finished their problem work, the learners assess themselves and each other to develop skills in self-assessment and the constructive
assessment of peers. Self-assessment is a skill essential to effective independent learning.
 The responsibility of the teacher in PBL is to provide the educational materials and guidance that facilitate learning. The principle role of the teacher
in PBL is that of a facilitator or educational coach (often referred to in jargon of PBL as a "tutor") guiding the learners in the PBL process. As
learners become more proficient in the PBL learning process, the tutor becomes less active.

Access the following curated contents to be able to actively participate in our synchronous and asynchronous discussions.
https://www.slideshare.net/crlmgn/teaching-and-learning-framework-in-mathematics
https://www.slideshare.net/syah9822/problem-solving-critical-thinking-skills

Learning Task 1

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Application the Given the content areas of problem solving, select one area and make your own problem and show the process on how you
get your Solution. Share your problem and solution to critique your work.
generalized concepts

This test consists of two sections: (1) a multiple-choice question section and (2) a constructed response. Each
Assessment question in the first section is a multiple-choice question with four answer choices. Each question is equivalent to two points.
Read each question-and-answer choice carefully and choose the ONE correct answer.
Part 1. (Write your answer in clean Bondpaper)
1. The class of IV - Kalikasan is tasked to analyze the present population of the different
cities and municipalities of the National Capital Region for the last five years. How can 4. When using problem solving method, the teacher can
they best present their analysis? a. Set up the problem
a. By means of a table b. Test the conclusion
b. By looking for a pattern c. Propose ways of obtaining the needed data
c. By means of a graph d. Help the learners define what is it to be solved
d. By guessing and checking
5. Which of the classroom activities in teaching problem solving below is
2. There are several reasons why problem-solving is taught in Math. Which is the LEAST effective?
important? a. The concept learned is applicable to daily life.
a. It is the main goal for the study of Math b. The techniques and approaches used are varied.
b. It provides the content in which concepts and skills are learned and applied c. The variety of instructional materials used is evident.
c. It provides an opportunity to develop critical and analytical thinking d. The laughter and enjoyment of students are contagious.
d. It provides pupils an opportunity to relate Math in the real

3. What is the implication of using a method that focuses on the why rather than the how?
a. There is best method
b. Typical one will be good for any subject
c. These methods should be standardized for different subjects.
d. Teaching methods should favor inquiry and problem solving.

Part 2. Short Respond (Write your answer in clean Bondpaper)

1. As a mathematics students, how do you develop critical thinking and problem solving?(20 Points)
2. As a future teacher in mathematics, why is it important to use Problem based Learning s in teaching in your students.(20 points)

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Rubric:

Key Points to Ponder

Problem solving and critical thinking refers to

the ability to use knowledge, facts, and data to
effectively solve problems. This doesn’t mean you need to have an immediate answer, it means you have to be able to think on your feet, assess problems and
find solutions.

The ability to develop a well thought out solution within a reasonable time frame, however, is a skill that employers value greatly.

Additional Readings

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https://bsd405.org/wp-content/uploads/sites/33/2015/08/Key-Elements-SHS-Final-July2015.pdf
https://www.queensu.ca/ctl/teaching-support/instructional-strategies/problem-based-learning
Problem-based Learning in Biology with 20 Case Examples
Rangachari, P.K. (2007 updated). Writing problems: A personal casebook (Problem-Based Learning: Examples of problems from McMaster University
courses)
Woods, D. R. (2005). Problem-based learning

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