PRIMALS 7–10
Pedagogical Retooling in
Mathematics, Languages, and Science for
Grades 7–10 Teachers
Session 3
HOW CHILDREN LEARN
MATHEMATICS
(Adapted from How Children Learn Mathematics: Developing Thinking Skills,
a Trainer’s Training Resource Package by Marjorie Salcedo-Javier)
Learning Action Cell Session Guide
Mathematics 7–10
Prepared by:
JULIUS ABEL B. GALPAO
Teacher II
Lagro High School
Division of Quezon City
Objectives
At the end of the session, teachers should be able to:
1. describe Mathematics as a language that can be expressed and
represented in words, diagrams, and abstract formulas;
2. explain that children’s logical thinking is the basis for mathematical
understanding, that is:
a. exploration and observation (through play, art and other concrete,
hands-on activities) are essential to mathematical understanding;
and
b. one-to-one correspondence, classification, seriation and
conservation are essential to understanding mathematical
concepts in the study of arithmetic, geometry and measurement,
probability and statistics;
3. articulate that developing children’s logical thinking is essential, not only
in understanding mathematical concepts, but also in understanding
concepts in other learning areas, as well as in daily life;
4. point out that logical thinking cannot be taught and can only be
developed based on the child’s cognitive maturity and the adequacy and
appropriateness of the experiences provided within his/her learning
environment; and
5. reflect on the importance of understanding how children learn
mathematics in planning lessons more effectively.
Key Understandings
1. Number sense, in general, is an intuitive understanding of numbers,
their magnitude, relationships, and how they are affected by operations.
2. Developing number sense is a prerequisite for succeeding in
mathematics.
3. Children need to learn mathematical concepts and to see
relationships among these concepts.
4. Mathematics is a way of thinking about the world.
5. Mathematics is both a language and a tool. As a language, it can be
used to summarize patterns or to express relationships, both in the real
world and in the world of abstract mathematics. As a tool, it is useful in
dealing with problems students confront daily, whether inside or outside
the classroom.
6. Benjamin Blooms’ Taxonomy of the Cognitive domain contains six
levels (from least to most complex) – knowledge, comprehension,
application, analysis, synthesis, and evaluation. The revised taxonomy
(2001) still contains six levels, although names were changed to the verb
form to fit the way these are used in learning objectives – remember,
understand, apply, analyze, evaluate, create.
7. Successful learning depends on timing and it occurs within a continuous
temporal framework, so by investigating the temporal dynamics of
learning we can change the capacity of children to learn, as well as
change the environment to aid in learning.
2
Materials Time Allotment
• Activity Sheets 1-3 (4 is optional) 2 hours
• Handouts 1-6
• pens or markers Alignment to the PPST
• pieces of paper/notebook
Domain 1: Content Knowledge and
Pedagogy
Strand 2 – Research-based knowledge
and principles of teaching and learning
Strand 5 – Strategies for developing
critical and creative thinking, as well as
other higher-order thinking skills
Domain 2: Learning Environment
Strand 5 – Promotion of purposive
learning
Domain 3: Diversity of Learners
Strand 1 – Learners’ gender, needs,
strengths, interests, and experiences
Strand 3 – Learners with disabilities,
giftedness, and talents
Domain 7: Personal Growth and
Professional Development
Strand 4 – Professional reflection and
learning to improve practice
3
References
Association for Supervision and Curriculum Development. The Brain and
Mathematics. Association for Supervision and Curriculum Development
Press, Alexandria, Virginia, 2001.
Baratta-Lorton, Mary. Mathematics Their Way. Addison-Wesley Publishing
Company, Menlo Park, California, 1976.
Baroody, Arthur. Children’s Mathematical Thinking. A Developmental Framework
for Preschool, Primary and Special Education Teachers. Teachers College
Press, New York, 1987.
Burns, Marilyn. About Teaching Mathematics, a K-8 Resource, 2nd edition. Math
Solutions Publications, Sausalito, California, 2000.
Copeland, Richard. How Children Learn Mathematics. Teaching Implications of
Piaget’s Research. MacMillan Publishing Co., Inc. 1979
Idea Generation: Convergent Thinking vs Divergent Thinking.
https://www.cleverism.com/idea-generation-divergent-vs-convergent-
thinking/
Sousa, David. How the Brain Learns. Corwin Press, California. 2011
Sousa, David. How the Brain Learns Mathematics. Corwin Press, California. 2008
Procedure
Introduce the session by saying: “Good ______ everyone. I am __________ of
____________. Welcome to an exciting LAC session 3. Our topic for today is “How
Children Learn Mathematics.” Before we start, let us take note of the following
session objectives (slide numbers 3 and 4).”
Introductory Activity (10 minutes)
Distribute Activity Sheet 1 and let the participants do a self-assessment on how
humans learn Mathematics by answering the activity sheet. Then process the
activity by showing the slide about how people learn Mathematics (slide numbers 5
and 6).
Activity (5 minutes)
Show slides of the different images of birds and ask the participants to count them
within 10 seconds (slide numbers 7 to 11).
4
Analysis (10 minutes)
Ask the participants to share their experiences in performing the activity.
Guide Questions:
1. How did you count the birds in the first three slides?
2. How about the next set of birds? Were you able to count them?
3. If yes, what specific strategies did you use in counting? If not, what
challenges did you encounter?
4. In what other instances are these schemes of counting applicable?
Abstraction (15 minutes)
Pre-viewing Questions 1
1. What is number sense?
2. How does subitizing contribute in developing number sense among
children?
3. How do children learn counting?
Viewing Session 1
Developing Number Sense
Resource Person: Marjorie Salcedo-Javier, PRIMALS 7-10 National Training
of Chief Trainers
Discussion 1
After watching the video, let the participants process the information they gathered
by answering the Pre-viewing Questions presented earlier.
Pre-viewing Questions 2
1. How does language affect counting?
2. How does children’s skill in counting being developed by the interplay of
quantities, words, and symbols?
3. How does sensorimotor exploration contribute to developing number sense
among children?
Viewing Session 2
Language Affects Counting
Resource Person: Marjorie Salcedo-Javier, PRIMALS 7-10 National Training
of Chief Trainers
Discussion 2
After watching the video, let the participants process the information they gathered
by answering the Pre-viewing Questions presented earlier.
5
Pre-viewing Questions 3
1. How does matching contribute to developing counting skills among children?
2. In what ways do children organize objects?
3. How important is seriation in developing logical thinking?
4. What is conservation in the light of logical thinking? How important is this
skill in developing number sense?
Viewing Session 3
Logical Thinking
Resource Person: Marjorie Salcedo-Javier, PRIMALS 7-10 National Training
of Chief Trainers
Discussion 3
After watching the video, let the participants process the information they gathered
by answering the Pre-viewing Questions presented earlier.
Reflection Questions
Make a journal entry answering the following questions:
1. How will your knowledge and understanding about developing number
sense among children contribute to making your lesson delivery more
effective?
2. What specific challenges teachers like you may face in incorporating your
learning about developing number sense in your instructional design and
delivery?
Application (15 minutes)
Let the participants create a Commitment Form that will contain the things they will
improve on or initiate based on what they gained from the session topics. The
participants will write specific statements they will promise to perform in relation to
what they realized from the discussions.
Closing
Show slide number 57 to present the following statement:
“It is truly a pleasure for us teachers to witness our students become accountable
for what they learn. How will we make it happen?”
If time permits, ask the participants how this statement is related to what they have
learned in this session.
Show slide number 42. Thank the participants for their participation and
contributions during the session.
