APPROACHES, METHODS AND

TECHNIQUES

IN

TEACHING MATHEMATICS
APPROACHES, METHODS and TECHNIQUES
IN
TEACHING MATHEMATICS

1. Discovery Approach 6. Problem Solving

2. Inquiry Approach Techniques
3. Process Approach 7. The 5 E-Learning Cycle
4. Cooperative Learning 8. Activity Approach
5. Project-based Learning 9. Using Patterns
10. The Investigative
Approach
Traditional
classroom approach
leaves YOU
(students) bored
and unengaged.
AGREE DISAGREE
INQUIRY APPROACH

Inquiry-based learning
is an approach to
learning that
emphasizes the
student’s role in the
learning process.
Inquiry-based learning refers to a transformation of
the traditional classroom. Students are encouraged
to take part in group work to learn from their
peers and participate in forms of guided learning,
which is delivered by an instructor.
 IS INQUIRY-BASED
LEARNING EFFECTIVE?
Just like experiential learning,
inquiry-based learning actively
engages students in the learning
process.
We retain 75% of what we do
compared to 5% of what we hear
and 10% of what we read. 
 ADVANTAGES AND BENEFITS
OF INQUIRY-BASED LEARNING
1.Enhances learning experiences for children.

2.Teaches skills needed for all areas of

learning.

3. Fosters curiosity in students.

4. Deepens students’ understanding of topics.

5. Allows students to take ownership of their

learning.

6. Increases engagement with the material,

7. Creates a love of learning.

 4 Phases of Inquiry-Based Learning:

1. INTERACTING

Big Idea: Dive into engaging, relevant, and

credible media forms to identify a ‘need’ or
opportunity for inquiry.
 INTERACTION:
1. Student-to-material.

2. Student-to-peer.

3. Student-to-expert.

4. Student-to-media.

Tone: Open-minded, curious, unburdened, playful

Student Indicators: actively skims a variety
of media, follows curiosity, responds with
awe, dwells with certain media depending
on curiosity or perceived utility; seeks out
peers for ideas and resources.
Teacher Indicators: models curiosity, thinks-
aloud when interacting with disparate media,
asks probing questions, withholds evaluative
statements, provides exemplars, monitors and
encourages student thinking habits
2. CLARIFYING

Big Idea: Summarizing, paraphrasing, and

categorizing learning with teacher or expert
support.

Tone: Slightly more focused, reflective,

independent, cautious
Student Indicators: Paraphrases
understanding in familiar language; resists
looking for ‘answers’ and ‘solutions’;
distinguishes between fact and opinion;
evaluates the credibility and relevance of
sources; focused on possibility
Teacher Indicators: offers non-evaluative and
frequent feedback; provides relevant graphic
organizers and other ways to ‘frame’
student thinking; asks probing questions
that focus on student thinking: what they
know and why they think they know it;
3. QUESTIONING

Big Idea: Asking questions to drive

continued, self-directed inquiry

Tone: Creative, confident, interdependent

Student Indicators: Curious, precise with
questions, self-monitoring, big-picture
thinking, little-picture application
Teacher Indicators: models questioning,
thinks-aloud in revising irrelevant or
otherwise flawed questions; models use
of concept-mapping tools to analyze
thinking; hosts QFT sessions and Socratic
seminars
4. DESIGNING

Big Idea: Designing an accessible, relevant,

and curiosity-driven action or product to
culminate and justify inquiry

Tone: Creative, restrained, calculating

Student Indicators: Clarifies thinking, busy,
self-directed, uncertain but efficacious, follows
curiosity
Teacher Indicators: Creates ‘conditions and
means’ for collaboration; identifies areas for
revision, reflects back on entire process.
Four Student Questions For Post-Phase Reflection:

What skills did I depend on?

What do I now understand more deeply,
and how do I know?
If I had more time or resources, what else
could I have done?
What is the role of inquiry in learning?
THANK YOU!

GOD BLESS 