Teaching Strategies and

Assessment Techniques as
Applied in Mathematics
Chapter 2
INTRODUCTION
Teaching mathematics is wonderful and challenging. The
challenge in teaching is to create experiences that enable the
learner to engage actively to support his/her own explanation
and application of mathematics models needed to make these
experiences sensible and meaningful.

This chapter presents some approaches that can be used in

teaching mathematics concepts. They have been proven
effective in helping you become better future mathematics
teachers.
 The approaches discussed in this chapter emphasize teacher’s
role as a constructivist. Constructivism suggests that
mathematics knowledge develops when learners construct new
knowledge from existing knowledge. Learners therefore, are
able to form new knowledge in response to questions and
challenges that come from actively engaging in math activities
and problems.
Intended Learning Outcome (ILO)

At the end of the chapter, learners are expected to:

o Apply appropriate mathematics teaching strategies and

assessment techniques in given learning situations.
*The Discovery Approach
- The discovery approach is an effective strategy for
helping learners to understand concepts and
generalizations and for developing higher-order thinking
skills.
- It is an inductive method of guiding learners to discus
and use acquired ideas as a way of discovering new
ideas.
Main Steps in the Discovery Approach
1. Observe & discuss items or data to be used in
developing the concept.
2. Identify common features for use in grouping the data,
note the distinguishing differences.
3. Decide on a basis for grouping them.
4. Label, name or define each group.
5. Have the learners use the term and provide new
examples.
 Guidelines for Implementing the
Discovery Approach
Here are some guidelines in implementing discovery approach in
your class.

1. Plan ahead.
2. Incorporate.
3. Motivate & aim for success.
4. Be supportive.
5. Encourage sharing.
*Practical Work Approach
- The practical work approach (PWA) is a strategy in
which the learners manipulate concrete objects and/or
perform activities to arrive at a conceptual understanding
of phenomena, situation or concept.
Levels of Implementation of Practical Work
Level Level of Implementation
1  Teacher uses classroom demonstration to help develop concepts.
 Teacher uses specimens found in the local environment.
2  Teacher uses demonstrations to promote a limited form of inquiry.
 Some learners assist in planning and performing demonstrations.
 Learners participate in strictly supervised procedure.
 Learners communicate data using graphs and tables.
 Teacher begins practical work to facilitate learners’ discovery of information.
3  Learners perform ‘guided-discovery’ type of hands-on activities in small
groups.
 Learners write scientific reports that support and justify their conclusions
based on data collected.
4  Learners design and perform their own “open” investigation.
 Learners reflect on the quality of data collected.
 Learners interpret data in support of their investigation.
*Integrative Approach
- Integrative approach is not only a teaching method
but is also a way of organizing the instructional program
to link skills from different subject areas.

- The integration does not only show the learners how

mathematics is used in everyday life, but provides them
opportunities to practice mathematical concepts.
CONCEPTS:

- It can be used in combination with topics and skills in the

different learning areas.
- It cuts across the curriculum and specific learning areas.
Why integrate?
o The “real world” is integrated.
o Learners do best when learning is connected.
o It makes learning relevant and meaningful.
o It capitalizes on the learners’ experience.

How do we integrate?
 Integration may be content-based.
 Integration may be done by using thematic teaching.
 Some principles on planning and implementing thematic
teaching effectively are:
1. Themes should relate directly to the learners’ real-life
experiences and should revolve on what they know.
2. Themes should represent a concept for learners to discover
more about the topics/concepts to be learned.
3. Themes should be supported by a body of content that has
been adequately researched on.
4. Themes should integrate content learning with process
learning.
*Problem Solving
- Problem-solving can best be defined as a learner-
directed strategy in which learners “think analytically
about complex situations in order to find answers to a
problem”.
A problem is defined as a “situation in which you are
trying to reach same goal, and must find ways on how
to get there”.
 OTHER STRATEGIES AND
TECHNIQUES

A. COOPERATIVE LEARNING
- Cooperative learning is helpful in eliminating
competition among learners. It encourages them to work
together towards common goals.
B. BRAINSTORMING
- It is a teaching strategy in which the teacher elicits
from the learners as many ideas as possible while
refraining from evaluating them until all possible ideas
have been generated.
C. QUESTIONING
- Classroom teaching is dominated by questions and
probes.