CEBU TECHNOLOGICAL UNIVERSITY

Undergraduate Teacher Education

College of Education – Main Campus

EDUC 613 – STRATEGIES IN TEACHING MATHEMATICS

AND MATERIALS DEVELOPMENT

Class Section Date Given: July 11, 2023

3
1
Members & Group No. Deadline: July 22, 2023

1. 4.
Camacho, Richard Torino, Jenny Rose

Soriano, Lilianne Zamora, Rechelle Mary

2. 5.

Tamboboy, Angel Kaye

3. 6.

INSTRUCTIONS: This is your Activity Set-1 for this course. Somehow, this small group-based work is intended to allow collaboration in learning the

curriculum contents and accomplishing the established tasks. Albeit the groups are engaging in a distance learning mode, however, all are reminded to carry

out the latter with consciousness of the intended learning outcomes of this course which should be attained within the prescribed period. As to the forms and

style, it is enjoined that no revision shall be made/permitted. Late submission will still be accepted; however, such case shall be accordingly dealt with an

equivalent rating against those submissions that have been transmitted on or before the deadline.

Details of the Group Tasks

1. To begin, every group is required to accomplish the following undertakings, namely:
1.1 identify, investigate and validate one (1) least learned competency in each identified unit/chapter lesson from a junior high school

level mathematics;
1.1.1 Numbers: (e.g. basic operations of fractions; complex number, etc.);
1.1.2 Expressions & Equations: (e.g. solving equations and inequalities);
1.1.3 Geometry: (e.g. determining the perimeter & surface area);
1.1.4 Ratio, Proportion, & Percent: (e.g. solving proportion & percent problems);
1.1.5 Statistics & Probability: (e.g. solving grouped data, probability & odds);
1.1.6 Functions: (e.g. graphing & representations; linear functions);
1.1.7 Similarity and Transformation: (e.g. scale factor; translation, reflection);
1.1.8 Solid Figures: (e.g. computing the volume of solid figures);
1.2 source any available and reliable references such as school-based forms, division reports, regional level results to achieve the

Item#1.1 requisite;
1.3 conduct interviews to gain insights from the Grade-7 students, Math teachers, and middle managers as to whether or not a Direct

Instruction works better than adopting any introduced/developed teaching strategies;

1.4 support your gathered data (insights, responses, ideas, viewpoints, stands, etc. from these participants) from such Item#1.3

undertaking with empirical findings from reputable journals only; and

1.5 employ an appropriate teaching strategy for each of this least learned competency and just be ready to present the group’s outputs

(from Items#1.3, 1.4, and 1.5, respectively, during a scheduled online session;
2. For the needed interviews prescribed at Item#1.3, it is a must that the following are likewise observed, namely:
2.1 provision of an informed consent among the adult participants and assent for the students whose age is below 18 years old is

required; make sure that these consents and assents are voluntarily confirmed by the prospective participants;
2.2 as a protocol, orient your participants of the rationale behind such interviews; salient provision of the Data Privacy Act

“…..interviewees and their disclosures during interaction shall be treated with utmost confidentiality…...”; and
2.3 cognizant of ethical protocol, ensure to document these conversations; recorded or written proofs are so essential, not only for

evaluation and scoring intent, but for future verifications and validations.
3. To address that part at Item#1.4; the articulated matters below should be thoroughly considered, to enumerate:
3.1 Each group must have 4-5 citations of research authority to back up the data gathered and/or findings from such interviews;
3.2 surf the google scholar or any reliable sites in sourcing these scientific articles which shall support the gathered data from Item#1.4;

and
3.3 To support the data gathered (as defined therein), reputable journals shall only refer to these publishers, namely: (i) Wiley Online, (ii)

Elsevier, (iii) Science Direct, (iv) Taylor and Francis, (v) Emerald Insight, (vi) SAGE Pub, (vii) Hindawi; and (viii) websites with a domain name “.edu”;
4. As to that requirement of employing appropriate teaching strategies from Item#1.5, the group may adopt the inventory below (i.e. there are still

other strategies that shall be considered in the succeeding activities); however, option to deliberately consider other strategies outside from this listing is

certainly allowed, nevertheless;

4.1 Inquiry-Based Learning: Students actively explore mathematical concepts through questioning, investigation, and problem-solving;
4.2 Problem-Based Learning: Students engage in solving real-world or authentic mathematical problems, promoting critical thinking

and application of mathematical knowledge;

4.3 Cooperative Learning: Students work in groups or teams to solve problems, discuss concepts, and collaborate on mathematical

tasks;
4.4 Differentiated Instruction: The teacher tailored an instruction to meet the diverse learning needs of students, providing varied

activities, resources, and assessments;

4.5 Hands-On Manipulatives: Students use physical objects, such as blocks, counters, or geometric shapes, to explore and understand

mathematical concepts concretely;

4.6 Technology Integration: The use of technology tools, such as calculators, interactive whiteboards, or educational apps, to enhance

mathematical learning and visualization;

4.7 Visual Representations: The use of diagrams, charts, graphs, or models to illustrate mathematical concepts and relationships; and
4.8 Metacognitive Strategies: Teachers help students develop awareness of their own thinking processes, promoting reflection, self-

regulation, and problem-solving skills.

5. To achieve communicative proficiency as In-Service Teachers (i.e. you being a GTE student under formal training), the language to be used by the

presenter-discussant during the presentation shall only be in English;

6. Only one (1) set of output is expected for production and to be submitted by every group. However, the participation and performance of each

member will be individually appraised using a separate Peer Evaluation;

7. Assessment of each output shall be in a form of “ranking”. Meaning, every group is given equal opportunity to categorically rank among those

outputs who will receive the highest or lowest rank (i.e. evaluation form shall be given at an appropriate time);
8. In submitting the output, follow the given deadline at the upper right portion of this sheet and/or wait for further announcement on such regard.

To shun communicative traffic-volume on the Faculty In-charge (FIC’s) email or social media account, any clarification(s) should be coursed through the Class

Beadle/Group Leaders only; and

9. A particular group from each class shall be assigned to present the outputs during scheduled online session; failure or inability of such concerned

group to actualize this role shall automatically earned them collectively a “Zero” rating for such performance task.

-------------------------------- End of tasks --------------------------------

Identify, investigate, and validate one (1) least learned competency in each identified unit/chapter lesson from a junior high school level mathematics.

CHAPTER: Numbers (e.g. basic operations of fractions; complex number, etc

Least Learned Competency Appropriate Teaching Strategy

solves problems involving real numbers (M7NS- Problem-based Learning (PBL) is considered one of the best teaching strategies for helping

Ij-1) students solve problems involving real numbers in Mathematics due to its practical and active

Reason: Students cannot relate the topic to approach. By presenting students with real-world scenarios and challenges that require the

real life situations. application of mathematical concepts, PBL enhances their critical thinking and problem-solving

skills. It fosters a deeper understanding of how real numbers are utilized in everyday situations,
 making the learning experience more relevant and engaging.

Reference: Domanais, Michael & Deri, Ritzelda. (2022). IMPROVING THE LEAST MASTERED COMPETENCIES ON NUMBER AND NUMBER SENSE OF GRADE 7

LEARNERS. International Journal of Advanced Research. 10. 127-139. 10.21474/IJAR01/15471.

CHAPTER: Expressions & Equations (e.g. solving equations and inequalities)

Least Learned Competency Appropriate Teaching Strategy

solves problems involving linear inequalities in Direct Instruction is an effective teaching strategy for helping students solve problems involving

one variable (M7AL-IIj-2) linear inequalities in one variable in Mathematics because it provides a structured and systematic

Reason: Lack of understanding of the key approach to learning. Through explicit and step-by-step instruction, students can grasp the

concepts. fundamental concepts of linear inequalities and understand how to manipulate them to find

solutions. Direct Instruction also enables teachers to offer immediate feedback, ensuring that

students can identify and correct errors in their problem-solving processes promptly.

Reference:

CHAPTER: Geometry (e.g. determining the perimeter & surface area)

Least Learned Competency Appropriate Teaching Strategy

solves problems involving sides and angles of a Providing Visual Representations as a teaching strategy is beneficial for solving problems

polygon (M7GE-IIIj-1) involving sides and angles of a polygon in Mathematics due to its ability to enhance students'

Reason: Not familiar of the properties of the spatial understanding and visualization skills. Visual representations, such as diagrams and

polygon. geometric illustrations, offer a concrete and tangible way for students to grasp the properties and

relationships of polygons. These visuals can simplify complex concepts, making it easier for

students to identify patterns and apply geometrical principles to solve polygon-related problems.

Reference:

CHAPTER: Ratio, Proportion, & Percent

(e.g. solving proportion & percent problems)

Least Learned Competency Appropriate Teaching Strategy

finds a missing term in a Combination of explicit instruction, hands-on practice with various examples, and real-world

proportion (direct, inverse, and partitive). applications. Explicit instruction involves step-by-step explanations of the concept and relevant

Reason: Requires a strong grasp of formulas. Hands-on practice allows students to actively engage with different proportion

proportional relationships and the ability to problems, reinforcing their understanding. Real-world applications contextualize the concept,

manipulate fractions and ratios. making it more relatable and demonstrating its practical significance, which can enhance student

motivation and comprehension.

Reference:

CHAPTER: Statistics & Probability

(e.g. solving grouped data, probability & odds)

Least Learned Competency Appropriate Teaching Strategy

draws conclusions from graphic and tabular Metacognitive Strategies, as a teaching strategy, is highly effective in helping students draw

data and measures of central tendency and conclusions from graphic and tabular data and understand measures of central tendency and

variability (M7SP-IVj-2) variability in Mathematics. By incorporating metacognitive practices, students learn to reflect on

Reason: Lack of comprehension and critical their thought processes while working with data, enabling them to monitor their understanding

thinking. and identify potential errors. This self-awareness promotes critical thinking and problem-solving

skills, leading to more accurate interpretations of graphic and tabular representations.

Reference:

CHAPTER: Functions (e.g. graphing & representations; linear functions)

 Least Learned Competency Appropriate Teaching Strategy

graphs a linear function's (a) domain (b) range Technology Integration as a teaching strategy is highly advantageous for graphing linear

(c) table of values (d) intercepts and (e) slope functions in Mathematics as it allows students to interact with graphing tools that provide instant

(M8AL-IId-e-1) feedback and visualization of the functions. Using graphing software or calculators, students can

Reason: Students find it hard to graph when explore how changes in slope and y-intercept affect the graph, leading to a deeper understanding

given the slope. of linear relationships. Technology enables students to graph complex functions efficiently, freeing

up more time to focus on analyzing and interpreting the graphs, promoting critical thinking and

problem-solving skills.

Reference:

CHAPTER: Similarity and Transformation

(e.g. scale factor; translation, reflection)

Least Learned Competency Appropriate Teaching Strategy

recognize that two figures are congruent if one is Combination of visual aids, hands-on activities, and guided practice . Visual aids, such as

derived from the other by a sequence of interactive applets or physical manipulatives, can help students visually see the transformations

reflection, rotation, and/or translation and their effects on the figures. Hands-on activities, where students physically perform the

transformations transformations, can deepen their understanding and spatial awareness. Guided practice with

Reason: Requires a deep understanding of various examples and real-world applications can reinforce the concept and develop students'

geometric properties and spatial ability to identify congruence in different scenarios.

relationships.

Reference:

CHAPTER: Solid Figures (e.g. computing the volume of solid figures)

Least Learned Competency Appropriate Teaching Strategy

solves routine and non-routine problems Combination of Direct Instruction, hands-on activities, and real-world applications. Direct

involving volumes of solids. Instruction provides a structured approach to introduce and explain the relevant formulas and

Reason: Complexity of the three-dimensional concepts. Hands-on activities, such as using manipulatives and interactive simulations, can

shapes and the varying formulas required for enhance students' spatial understanding and visualization skills. Real-world applications

different types of solid contextualize the problems, making them more relevant and engaging for students, thereby

fostering a deeper understanding of volume concepts and their practical uses.

Reference:

Do you think Direct Instruction works better than adopting any introduced/developed teaching strategies? Please support your claim.

Direct instruction is where teachers use explicit teaching techniques to teach a specific skill to their students. This type of instruction is teacher-

directed, where a teacher typically stands at the front of a room and presents information. – Top Hat Glossary

The effectiveness of using a Direct Instruction teaching strategy in discussing Mathematics lessons depends on various factors, including the

specific learning objectives, students' needs, and the complexity of the content. While Direct Instruction can provide a structured and systematic approach

to teaching, it may not suit every student's learning style or cater to their individual needs. Adopting a mix of teaching strategies, such as problem-based

learning, technology integration, and collaborative activities, can create a more well-rounded and engaging learning environment that caters to diverse

learning preferences and fosters a deeper understanding of mathematical concepts. Flexibility in approach allows educators to tailor their instruction to

the unique needs of their students, promoting a more comprehensive and effective learning experience.

References
Kirschner, Sweller, and Clark (2006) make a general case for the effectiveness of a teaching method—direct instruction—without reference to any context of what it is that is being taught by whom and to whom. In so

doing, they bypass what is arguably the most pressing concern facing educators—not how to teach students but what to teach them. An argument is made for the need to contemplate instructional methods within the

broader context of instructional goals.

Kuhn, D. (2007). Is direct instruction an answer to the right question?. Educational psychologist, 42(2), 109-113.
While decades of well-designed, scientific research show that Direct Instruction programs are highly effective, the programs have faced criticism. Some of these involve how DI affects students. For instance, some sug -

gest that DI is less effective than other types of instruction, such as the “constructivist” or “discovery” approaches, or that it has no long-lasting impact on students’ achievement. Others suggest that it is only appropri -

ate for disadvantaged students or those with learning difficulties. Some even claim that exposure to Direct Instruction results in poor self-image, behavior problems, or other problems for students.
Cox, C. (2019). Reviews of Direct Instruction. Nifdi.org.
In recent decades, the concept of direct instruction has taken on negative associations among some educators. Because direct instruction is often associated with traditional lecture-style teaching to classrooms full of

passive students obediently sitting in desks and taking notes, it may be considered outdated, pedantic, or insufficiently considerate of student learning needs by some educators and reformers.

Paula Lombardi M.Ed. (2019, September). Ch. 4 Direct Instruction. Pressbooks.pub; Pressbooks.

The group created a google form and conducted a face-to-face interview to gather insights and interview teachers

handling Junior High School Level Mathematics.

Google Form Questionnaire Link: https://docs.google.com/forms/d/1p35Rd_FWBx7IKL1LMNxZlAt0cnvThzVpti-OKWBwZQ0/edit

Spreadsheet of Answers to the https://docs.google.com/spreadsheets/d/1cyWDsXWkGkHwPTcLTRTfhK2Ddc--zwa65u2e9OkB6e8/edit#gid=527197436

Questionnaire Link:

References for Item 1.1

School forms:
https://drive.google.com/drive/u/2/folders/1edyjT9n1Q_hdZPqi9YWTPcPYLlFDjMvY