NATURE AND PRINCIPLES OF TEACHING AND LEARNING MATH

Objectives
1. Discuss the elements that constitute the concept of effective teaching of Mathematics,
2. Explain the concepts of mathematical inquiry and scientific inquiry in problem solving, and the
concepts of communicative competence in language arts learning,
3. Develop a sense of independent critical thinking, resourcefulness, and responsibility.

Nature of Mathematics
 Mathematics relies on both logic and creativity.
 It is studied both for a variety of practical purposes and for its intrinsic interest.
 For some people, and not only professional mathematicians, the essence of mathematics lies in
its beauty and its intellectual challenge.
 For others, including many scientists and engineers, the chief value of mathematics is how it
applies to their own work.

Patterns and Relationships in Mathematics

 Mathematics is the science of patterns and relationships (Mahaniski, 2003).
 As a theoritical discipline, mathematics explores the possible relationships among abstract
numerical formulas without concern for whether or not those abstractions have applicative
representations in the real world.
 Previously unrelated parts of mathematics are found to be derivable from one another, or from
some more general theory.
 The sense of beauty of math lies not in finding the greatest elaborateness or complexity but on
the contrary, in finding the greatest economy and simplicity of representation and proof (Miller
& Alexander, 1996).
 Mathematics is an applied science (Simon, 1995).
 Many mathematicians focus their attention on problem solving that originate in the world of
experience.
 In contrast to theoritical mathemaricians, applied mathematicians might study the interval
pattern of prime numbers to develop a new system for coding numerical information, rather
than as an abstract problem.
 The results of theoritical and applied mathematics often influence each other.

Mathematical Inquiry
Using mathematical inquiry to express ideas and solve problems involves at least three phases:
1. Representing some aspects of things abstractly,
2. Manipulating the abstractions by rules of logic to find new relationships between them, and
3. Seeeing whether the new relationships say something useful about the original things (Leitzil,
1991).

Phase 1: Abstraction and Symbolic Representation

 Mathematical thinking often begins with the process of abstraction – that is, noticing a similarity
between two or more objects or events.
  Aspects that they have in common, whther concrete or hypothetical, can be represented by
symbols such as numbers, letters, other marks, diagrams, geometrical constructions, or even
words.
 Such abstraction enables mathematicians to concentrate on some features of things and
relieves them of the need to keep other features continually in mind.

Phase 2: Manipulating Mathematical Statements

 Simon (1995) explains that after abstractions have been made and symbolic representations of
them have been selected, those symbols can be combined in various ways according to precisely
defined rules.
 Sometimes that is done with a fixed goal in mind; at other times it is done in the context of
experiment.
 Sometimes an appropriate manipulation can be identified easily from the intuitive meaning of
the constituent words and symbols; at other times a useful series of manipulations has to be
worked out by trial and error.
 Typically, strings of symbols are combined into statements that express ideas or propositions.
Example: the symbol A for the area of any square may be used with the symbol s for the length
of the square’s side to form the proposition A = s2.
 In a sense, then, the manipulations of abstractions is much like a game: Start with some basic
rules, then make any moves that fit those rules – which includes inventing additional rules and
finding new connections between old rules.

Phase 3: Application
 Mathematical processes can lead to a kind of model of a thing, from which insights can be
gained about the thing itself (Cole, Coffey, & Goldman, 1994).
 Any mathematical relationships arrived at manipulating abstract statements may or may not
convey something truthful about the thing being molded.
Example: If 2 cups of water are added to 3 cups of water and the abstract mathematical
operation 2 + 3 = 5 is used to calculate the total, the correct answer is 5 cups of water.
 However, if 2 cups of sugar are added to 3 cups of hot tea and the same operation is used, 5 is
an incorrect answer, for such an addition actually results in only slightly more than 4 cups of
very sweet tea.
 Mathematics is essentially a process of thinking that involves building and applying abstract,
logically connected networks of ideas.

The Priciples of Teaching Mathematics

 Students learn mathematics through the experiences that teachers provide.
 Teachers must understand deeply the mathematics they are teaching and be committed to their
students as learners and as human beings.
 There is no one “right way” to teach mathematics.
 The teacher is responsible for creating an intellectual environment in the classroom where
serious engagement in mathematical thinking is norm.
 Teachers need to increase their knowledge about math and pedagogy, learn from their
students, and colleagues, and engage in professional development and self-reflection.
Effective Teaching Mathematics
 Effective math teaching requires understanding what students know and need to learn and then
challenging and supporting them to learn it well (Davidson, 1990).
 Teaching math well is a complex endeavor, and there are no easy recipes for helping all students
learn or for helping all teachers become effective.
 Effective teaching requires reflection and continual efforts.
 Teachers need several different kinds of mathematical knowledge.
 Effective math teaching requires serious commitment to the development of students’
understanding of math.
 In effective teaching, worthwhile mathematical tasks are used to introduce important
mathematical ideas and to engage and challenge students intellectually (Cole, Coffey, &
Goldman, 1994).
 Effective teaching math involved observing students, listening carefully to their ideas, having
mathematical goals, and using the information to make instructional decisions

The Principles of Learning Mathematics

 Learning the “basics” is important.
 Learning with understanding also helps students become autonomous learners.
 When challenged with appropriately chosen tasks, students can become confident in their
ability to tackle difficult problems, eager to figure thing out in their own, flexible in exploring
mathematical ideas, and willing to persevere when tasks are challenging (clarke & Wilson, 1994).