Math M 3112 – Teaching Math in Primary Grades

Name: Jenny S. Donasco Yr.& Sec: BEED 3-EVE Subject: Teaching Math in Primary Grades

Instructor: Gerly A. Alcantara Date: October 5, 2021 Rating: ___________________

Teaching Approach and Methods

Research the following teaching approaches.

A. Learner-Centered – an approach to teaching that focuses on the learners and their development
rather than on the transmission of content that addresses the balance of power in teaching and
learning, moves toward learners actively constructing their own knowledge, and puts the responsibility
for learning on the learners.

B. Inclusive – is an approach that recognizes and values diversity so that the diverse learning needs and
preferences of individual learners are identified and met.

C. Developmentally appropriate – is an approach to teaching that respects both the age and the
individual needs of each child. The idea is that the program should fit the child and the child shouldn't
have to fit the program and it this, children at different developmental levels can participate with equal
success.

D. Responsive and relevant – an approach in teaching that is displaying cultural competence, skill at
teaching in a cross-cultural or multicultural setting. Teachers using this method encourage each student
to relate course content to his or her cultural context.

E. Research based – is a technique that aims to connect the teachings in the classroom with techniques
and research methodologies that allow students to develop competencies and analysis, reflection, and
argumentation skills along with their training.

F. Culture-sensitive – is an approach that teachers are being aware that cultural differences and
similarities between people exist without assigning them a value – positive or negative, better or worse,
right or wrong of their learners.

G. Spiral progression – is an approach that introduced in the first grade and are rediscovered in
succeeding grades in more complex forms. In this approach, concepts are introduced at an early age
and re-taught in succeeding years in an increasingly sophisticated fashion.

H. Contextualized and global – is an approach that exerting effort to extend learning beyond the
classroom into relevant contexts into the real world. 

I. Constructivist – is an approach that is based in the belief that learning occurs as learners are
effectively involved in a process of meaning and knowledge construction as opposed to passively
receiving information.

J. Inquiry-based and reflective – is an approach that learning process engaging students by making
real-world connection through exploration and high-level questioning.

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 K. Collaborative – is an approach that involves students working together on activities or learning tasks in
a group small enough for everyone to participate on a collective task that has been clearly assigned.

L. Integrative – a type of approach in which the affective, behavioural, cognitive, physical, social and
spiritual aspects of an individual are used in their treatment.

M. MTB-MLE-based – serve learners of non-dominant language communities who do not understand or

speak the language of the instruction when they begin their formal education.

Identify the approach described. Because the approach described overlap, you may have more than
one answer, provided you can defend your answer. Write the letter of your choice on the blank
provided.

H 1. Children learns best when they are explicitly taught social and emotional skills along with their
academic lessons.

M 2. Teaching begins with the child’s language.

B 3. All people are equal value and consequently all educational settings should make high-quality,
balanced provision to help all learners achieve their full potential.

E 4. Teachers asks students to research community issues; introduces math concepts in a practical,
mechanical context, and creates opportunities for IP students to learn in relation to their cultures.

J & E 5. Students learn effective questioning techniques. They begin researching to pursue answers and will,
consequently, make their own discoveries. (It is an in inquiry-based and reflective approach because
students learned to know effective questioning techniques and they tend to discover by their own and
it’s a research-based approach too because they pursue answers by doing research).

F 6. A teacher is aware that cultural differences and similarities exist and have an effect on values,
learning and behavior.

C 7. Plan and develop new provision and resources to make sure that as far as possible the needs of all
children in different developmental stages can be met.

B & F 8. Works against discrimination. (It can be inclusive approach because it recognizes and values
diversity to avoid discrimination as well as culture-sensitive because being aware of the cultural
differences of your learners will eliminate discrimination).

G 9. Teachers meet young children where they are and are given challenging and achievable learning
goals.

A 10. Teacher takes into consideration the needs of learners.

H 11. Relate subject matter content to meaningful situations that are relevant to students’ lives.

K 12. Students are responsible for one another’s learning as well as their own.

I 13. Learners learns best when they build knowledge based on their experiences rather than through
passive receiving information.

L 14. Active learning environments promote hands –on learning experiences.

E 15. Research shows that learning-centered teaching leads to increased student engagement with the
content.

L 16. In addition to building a knowledge base the content facilities students to learn to solve real
problems.

D 17. Active learning environments allow children to interact with objects in their environment, as well as
their peers and teachers.

A 18. Teaching focuses on student learning rather than on what the teacher is doing.

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 E 19. Use effective research-based reading remediation programs so all children are reading at grade
level by the end of third grade.

K 20. Classroom approach incorporates the student’s social and emotional growth into their academic
learning, steaming from the notion that learners learn best through social interaction.

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