DME 302 – DESIGN,

DEVELOPMENT, AND
EVALUATION OF
MATHEMATICS MATERIALS

JANETTE TUMBALI-FERMIN
 Instructional Materials

 The tools used in educational

lessons, which include active
learning and assessment
 Any resource a teacher uses
to help him teach his students
 Instructional Materials

Refer to the human and non-

human materials and facilities
that can be used to ease,
encourage, improve, and
promote teaching and learning
activities
 Instructional Materials

 Resources that organize and

support instruction
Types of Instructional Materials

A.Traditional Resources
 Textbooks
 Workbooks
 supplementary resources
 tasks
Types of Instructional Materials

B. Learning Teaching Support

Materials
Instructional Videos
Worksheets
Learning tools
Games
 technology
 Importance of Ims

 Student Learning Support (can

significantly increase student
achievement )

 Lesson Structure (add important

structure to lesson planning and
delivery of instruction; act as guide;
provide a valuable routine)
 Importance of Ims

 Differentiation of Instruction
(consideration on Mis and Learning
Styles)

 Digital Content in the classroom

(21st Century classrooms)
 Things to Consider in
Developing IMs

 timing and sequencing of the year

syllabus content
Range of learning experiences through
which students can apply the
knowledge, skills, and concepts from
the content
Selection of resources to support
teaching and learning
 Things to Consider in
Developing IMs

 implementation of the principles of

teaching and learning
 authentic assessments which reflect
the year level curriculum
 provision for opportunities for
students to demonstrate achievement
of standards
One-size-fits-all instruction does not work!

jtfermin2013
 Creating Outcomes for
Diverse Students
 Incorporating Universal Design for
Learning Principles into the
classroom design (provides model for
self-actuated learning and universal
access for all students)
Creating Outcomes for
Diverse Students
 Using Print Resources
 Using Visual enhancements
(provide cultural information, open
up meaningful literature experiences,
promote dynamic exchanges of
ideas)
 Using cultural plurality
 Creating Outcomes for
Diverse Students
 Using Dictionaries and other aides
(provide helpful features such as
auditory assistance for pronunciation)
 embedding content-rich experiences
into the classroom (virtual fieldtrips:
smithsonianmuseums, use of skypes,
ichat)
 Creating Outcomes for
Diverse Students
 Infusing Popular Culture into
Instruction (multimedia and pop
culture)
 Using web 2.0 tools (blogs, wikis,
podcasting, social networking)
 Creating motion-centered
experiences in the classroom
(manipulatives-touchmath)
 using auditory materials
2018 DepEd-PEAC In-Service Training for Junior High School Math Teachers
2018 DepEd-PEAC In-Service Training for Junior High School Math Teachers
Important Theories relative to
Instructional Materials

 Jerome Bruner
- The goal of education should be
intellectual development as opposed
to rote memorization of facts

2018 DepEd-PEAC In-Service Training for Junior High School Math Teachers
Important Theories relative to
Instructional Materials

 Beliefs of Jerome Bruner

- Curriculum should foster the
development of problem-solving
skills through the processes of
inquiry and discovery

2018 DepEd-PEAC In-Service Training for Junior High School Math Teachers
 Important Theories relative to
Instructional Materials

 Beliefs of Jerome Bruner

- Subject matter should be presented
in terms of the child’s way of
viewing the world

2018 DepEd-PEAC In-Service Training for Junior High School Math Teachers
 Important Theories relative to
Instructional Materials

 Beliefs of Jerome Bruner

- Curriculum should be designed so
that mastery of skills leads to
mastery of more powerful ones

2018 DepEd-PEAC In-Service Training for Junior High School Math Teachers
 Important Theories relative to
Instructional Materials

 Beliefs of Jerome Bruner

- Teaching by organizing and learning
by discovery
- 3 stages of cognitive representation

2018 DepEd-PEAC In-Service Training for Junior High School Math Teachers
 Important Theories relative to
Instructional Materials
3 stages of cognitive representation
1.Enactive (representation of
knowledge through actions)
2. iconic (visual summarization of
images)
3. symbolic (use of words and other
symbols to describe experiences)
2018 DepEd-PEAC In-Service Training for Junior High School Math Teachers
 Let’s check it out!
Group 1 Group 2
Is the word pleasant? Yes or Does the word contain E or G?
No. At the back of the Yespaper,
or No. on the side
1. corresponding to your
1. group, write down as
2. 2.
3. many words as you
3. can remember.
4. 4.
5 5
6. 6.
7. Exchange papers. Check
7. the words that are
8. correctly recalled.
8. See the list.
9. 9.
10. 10.
: :
24. 24.
 List of Words

Write total number of correctly recalled words.

evening country salt easy
Return to owner.
Peace morning pretty expensive
poorComparedoctor city
with members of your group
dry
cold how many loveyou werebargain
able to list. war
hate Wet rich nurse
pepper
Compare withhardmembers ofugly hot
the other group
how many you were able to list.
 List of Words

evening country salt easy

Peace morning pretty expensive
poor doctor city dry
Why did one group have more correctly recalled items than
cold love bargain
the other group? war
hate Wet rich nurse
pepper hard ugly hot
 Craik & Lockhart, 1972

Shallow Deeper level,

level further
Levels of Processing elaborated

Diagram of levels of processing while encoding the written word “pen” (it is analysed at various levels)
 Group 2 Craik & Lockhart, 1972 Group 1

Shallow Deeper level,

level further
Levels of Processing elaborated

Diagram of levels of processing while encoding the written word “pen” (it is analysed at various levels)
 Group 2 Craik & Lockhart, 1972 Group 1

If deep processing leads

to long-term memory,
how can teachers
develop deep
processing?

Shallow Deeper level,

level further
Levels of Processing elaborated

Diagram of levels of processing while encoding the written word “pen” (it is analysed at various levels)
ISSUES AND CONCERNS
 Curricular changes
 use of ICT
Language problem
Learning environment