Aligaen, Nina Angelica R.

BSED-Math

ACTIVITY 1: Importance of Teaching Mathematics

Work - in - Pairs. Secondary school mathematics consists of mathematics typically taught in middle
schools (a.k.a., junior high schools) and high schools (or secondary schools) — that is, roughly ages 11–
17. It is preceded by primary school mathematics and followed by university level mathematics.

A. Answer the following questions to verbalize your understanding of teaching mathematics in the
primary school (5 points each)

1. Describe the importance of teaching mathematics.

As an aspiring mathematics teacher, teaching mathematics in primary schools and

inculcating them with the basic operations are essential. I believe that teaching math in early
education helps them to prepare for the future. The goal of mathematics in early education is to
strengthen the child's mind, in the ways that the sooner his mind and thoughts are enhanced; the
more likely he is to be successful in their future life (Aghaei, 2017). Another thing is that student
who performs math helps them train to think logically and critically that also can improve to
solve their real-life problems, decision-making, and reasoning skills making them ready for
everyday life and society (Vistro-Yu, 2011).

Moreover, we teach mathematics to ready our students to face complex problems in the
years to come, but we must also note the importance of teaching mathematics to students to have
enjoyment and to learn to face failures. These failures teach the student to try and explore more
ideas to come up with an answer, whilst we can easily access most of the things right now,
teaching mathematics in early education also teaches them to be patient and persevere.

2. Why is it important for children to develop a positive disposition in learning mathematics?

One of the significant things in teaching mathematics is developing the child's enjoyment
of learning. The child needs to have positive insights in learning math for it gives them the
confidence, and the motivation to explore more complex problems. In addition to that, positive
experiences with using mathematics to solve problems help children to develop dispositions such
as curiosity, imagination, flexibility, inventiveness, and persistence that contribute to their future
success in and out of school (Clements, 2004)

B. The next activity will help you imagine the actual situation in a mathematics class. You will do a
reminiscing activity that would allow you to remember the activities done inside the math classroom
to achieve the characteristics of secondary learners. If you wish to ask some practices to the teachers
that you know, then that would also be great. Below is a table with characteristics of secondary
learners, write 2 concrete examples of teacher's activity in math class to achieve these characteristics.
(5 points each)
Characteristics of Secondary Learners
Physical Extremely active and enjoys physical
activities
Social Beginning to have a choice of friends but
frequently quarrels with them
Emotional Becoming sensitive to criticism and other’s
feelings; eager to please the teacher.
Examples
 Amazing Race
A class is divided into a
group, and each group is
labeled by color (red, blue,
yellow, etc.). For a group to
win they must complete a task
in each station ranging from
easy to hard tasks. Each task
is a mathematics question, it
can either be worded problem,
an equation, etc.,
 Math Jacks
Everyone knows what
Jumping Jacks is, but for now,
let's integrate it with Math!
The teacher will give math
problems and students will
answer them with jumping
jacks. Ex. 2+2=4, 4 jumping
jacks
 The tower of Hanoi
Students are divided into
groups, and they can choose
the members they wish to
like. The group that finishes
first is the winner.
 By-Pair
In secondary education, Grade
8, the students are paired, and
tasked to find the equation of
a line given (a) two points; (b)
the slope and a point; (c) the
slope and its intercepts.
 Reporting
The teacher gives problems to
each student, and the students
are required to explain to the
class how they come up to an
answer, and the process they
use to have an answer.
 Q and A
 The teachers will write
problems on the board,
randomly, the teacher will call
a student to answer some of
the questions on the board.

Cognitive Sees patterns, engages in problem-solving  ChocoMath Bars

activities, learns a lot through self-task. The students are required to
bring bar chocolates (random
size, shape, etc.). They must
measure the size, shape, and
compute the volume of
chocolate bars that they bring.
 Conversion
The teacher will give
problems that are in
mathematical sentences, and
the students are required to
translate these sentences into
a mathematical equation.

Use this rubric for the scoring guide.

5 4 3 2 1 0

Excellent Very good Good Basic Little No Answer

understanding understanding understanding understanding understanding
and application and application and application and application and application
of concepts of concepts of concepts of concepts of the concepts

Works Cited
Aghaei, A. (2017). The Necessity of Math Education in Primary School. From Science Arena
Publications: www.sciarena.com
Clements, D. (2004). Part one: Major themes and recommendations. In Engaging young
children in mathematics: Standards for early childhood mathematics education. D.H., &
Conference Working Group. From National Association for the Education of Young
Children (NAEYC) .
Vistro-Yu, C. P. (2011). MATHEMATICS FRAMEWORK FOR PHILIPPINE BASIC
EDUCATION. Metro Manila, Philippines.