Underlying Principles

and Strategies
Principles & Strategies of Teaching Mathematics – MM17
 Principles & Strategies of Teaching Mathematics –
MM17
Underlying Principles and Strategies
2.1 Describe how Constructivism as a Strategy Works in the Teaching of
Constructivism in Mathematics.
Mathematics
Te a c h i n g

2 . 2 Te a c h i n g f o r Describe how Teaching for Understanding can be used in Mathematics

Understanding in Teaching.
Mathematics
Te a c h i n g

2.3 A. Dale’s Cone Describe how Dale’s Cone of Experience is applicable in Mathematics
of Experience Teaching and Learning.

2 . 3 B . Va r i o u s Describe how other Constructivism Strategies can improve Teaching and

Constructivism Enhance Learning in Mathematics.
Strategies in
T e a c h i nMs.
g RICHELE BALDOZ Ms. CAMILLE JOY ARSENAL BAUTISTA
Mathematics
 PRINCIPLES & STRATEGIES OF
TEACHING MATHEMATICS
PRINCIPLE 1: CLEAR
COMMUNICATION WITH
STUDEnTS
Practices:
● Intended outcomes, including generic graduate attributes, and expectations are
communicate effectively and discussed with students.
● Effective and sympathetic guidance and advice is provided to students
● Communication between students and teaching faculty is encouraged
● Opportunities for one-to-one discussion (student/lecturer) is provide
● Alternative communication arrangement for students studying either internally,
externally by distance education or online is provided.
 PRINCIPLES & STRATEGIES OF
TEACHING MATHEMATICS
PRINCIPLE 2: STIMULATION
LEARNING ENVIRONMENT
PRACTICES:

• Innovative methods of design and delivery of content and course

materials is undertaken
• Curiosity I the subject area is encouraged
• Independent learning by students is encouraged
• Critical thinking skills in students are developed
• Variety of teaching strategies and learning activities are provided.
 PRINCIPLES & STRATEGIES OF
TEACHING MATHEMATICS
Principles 3: in-Depth knowledge of the
subject area
Practices:

● Recent developments in the field of study are incorporated

● Scholarship/research within the subject area in undertaken
● Opportunities for students to relate their learning experience to the
workplace/community is provided where appropriate
● Content and teaching strategies are reviewed regularly.
 PRINCIPLES & STRATEGIES OF
TEACHING MATHEMATICS
PRINCIPLE 4: PROVISION OF EFFECTVE
ASSESSMENT AND FEEDBACK
PRACTICES:

● Assessment is liked to unit outcomes

● Expectations in relation to workload are realistic
● Explicit criteria for assessment ae discussed with students
● Appropriate and varied assessment activities are provided
● Consistent, constructive and helpful feedback on assessment is given
● Continuous assessment, both summative and formative, is carried out
over the teaching semester.
 PRINCIPLES & STRATEGIES OF
TEACHING MATHEMATICS
PRINCIPLE 5: EVALUATES, MONITOS AND
IMPROVES TEACHING PRACTICES
PRACTICES:

● Regular feedback from students is sought

● Feedback from peers to enhance teaching is encouraged
● Reflection on teaching practice occurs regularly
● Professional development activities in relation to teaching and
subject area(s) are undertaken.
● Links to useful reference and resources are also available.
 Strategies in teaching mathematics
Two
problems:
• To provide the students mathematical experiences suitable to the
state of development of their existing concepts and to fit the
teacher’s method of presentation to the pupil’s concrete or formal
levels of thinking.
• To develop the student’s ability to analyze new materials himself so that he
can synthesize his own concept in ways most meaningful for him
independently of the teacher.
 PRINCIPLES & STRATEGIES OF
TEACHING MATHEMATICS
To execure in mathematics successfully the teacher needs to:
● Manage his classroom efficiently and with minimum disruptions:
● Elicit active participation from his students,
● Recognize an solve student’s learning difficulties (inability to read at grade level,
physical handicaps, emotional problems, low skill levels, etc.);
● Communicate mathematical concepts precisely in the proper inductive sequence,
and at a level consistent with the children’s abilities.
● Adapt the pace and direction of instruction to the group he is teaching;
● Provide an atmosphere where mistakes are accepted as part of learning and where
students feel free to ask questions when they do not understand a concept;
● Motivate students to want to learn mathematics;
● Develop in students positive attitudes toward mathematics;
● Select and use methods appropriate for given behavioral objectives and concepts.
 PRINCIPLES & STRATEGIES OF
TEACHING MATHEMATICS
Goals for student learning in mathematics are classified into
three:

● Knowledge and skill goals

● Understanding goals
● Problem solving goals
 PRINCIPLES & STRATEGIES OF
TEACHING MATHEMATICS
 The major characteristics of knowledge and skill goals is that they
require automatic responses from the student.
 To achieve the automatic characteristics of knowledge and skill learning,
a student must employ some form of repetition or practice in learning
process.
 Skills need to be perfected and maintained through systematic drill; and
concepts and relationships must be reviewed and applied at frequently
recurring intervals.
 Review emphasizes thought and meaning rather than habit formation.
 Different strategies in teaching understanding are:

1. Authority Teaching – simply states the concept to be learned. (ex.

Telling, analogy, demonstration).
2. Interaction and discussion – most teachers create this interaction by
asking questions.
3. Discovery – it involves these key elements: motivation, a primitive
process, an environment for discovery, conjectures, verification, and
application.
4. Laboratory
5. High limited teacher-controlled presentations. (ex. Small group
instruction, Peer teaching, Remedial teaching).
 Strategies for problem solving

1. Obtain an answer by trial and error

2. Use an aid, model or sketch
3. Search for a pattern.
4. Elimination strategies
2.1 Constructivism in
Mathematics Teaching
 The new paradigm:

Constructivism

“You cannot teach a man anything; you can only help

him find it within himself.”

- Galileo
 Constructivism meaning
Constructivism is a rather heterogeneous idea. We invents our own concept and
ideas, lined to what we already know. This meaning making theory of earning is
called constructivism, knowledge is constructed by learners through an active, mental
process of development; learners are the builders and reactors of meaning and
knowledge.

According to Brader – Araje and Jones (2002), Constructivism can be defined as

“the idea that development of understanding requires the learner to actively engage in
meaning-making”.
 constructivism

Constructivist philosophies focus on what students can

do to integrate new knowledge with existing
knowledge to create a deeper understanding of the
mathematics.
There is great benefit to allowing students to
construct their own algorithms for addition and
subtraction. However, this does not mean that
the standard algorithms for addition and
subtraction cannot be taught in meaningful
ways that help students integrate new
knowledge or procedures with existing
understandings of addition and subtraction.

For example:
 Constructivism
Varieties of
Constructivism
constructivis
in teaching:
m:
• Educational Constructivism • Constructivism teaching is based on the
• Philosophical Constructivism belief that learning occurs as learners are

• Sociological Constructivism actively involved in a process of meaning an

knowledge construction. Learners are the
makers of meaning and knowledge.
• Constructivism teaching fosters critical
thinking and creates motivated and
independent learners.
 Role of teachers:
In the constructivist classroom the teacher role is to prompt and facilitate
discussion.
The teacher’s main focus should be on guiding students by asking
questions, it will lead them to develop their own conclusions on the subject.
 The constructivist classroom
Three major roles for facilitators to support students in constructivist learning
environments are:
• Modeling
• Coaching
• Scaffolding

• A constructivist classroom environment provides opportunities for students to

question the material being presented and explore various topics as their interest.
• The goal is to produce a democratic classroom environment that provides meaningful
learning experiences for autonomous learners.
• In a constructivist classroom, by contrast the teacher and the student share
responsibility and decisión making and demostrate mutual respect.
 Mathematics teaching the constructivist
way
Teaching math through constructivist methods allows students to deepen
their knowledge beyond rote memorization, develop meaningful context to
comprehend the content, and take command of the learning process as an
active participant rather than a sit—and-get observer.
 Benefits of constructivism In teaching
• Children learn more and enjoy learning
• Promote divergent thinking
• Education Works best when it
concentrates on thinking and
understanding rather than on rote
memorization.
• Boost the confidence of learners
• Constructivism concentrates on how to
think and understand.
• Promote collaborative learning
• Constructivism gives students ownership
of what they learn, since learning is
based on students.
• Engaging the creative instincts develops
student’s abilities to express knowledge
through a variety of ways.
Dale’s Cone of Experience is a model that incorporates several
theories related to instructional design and learning processes. During
the 1960s, Edgar Dale theorized that learners retain more information
by what they “do” as opposed to what is “heard”, “read” or
“observed”. His research led to the development of the Cone of
Experience. Today, this “learning by doing” has become known as
“experiential learning” or “action learning”. The cone is diagramed
and explained in the next sections.
 a. dale’s cone of experience
Edgar Dale was an American educator who developed the
Cone of Experience, also known as the Learning Pyramid. He
made several contributions to audio and visual instruction,
including a methodology for analyzing the content of motion
pictures.

Born: April 27, 1900, Benson, Minnesota, United States

Died: March 8, 1985, Columbus, Ohio, United States
Nationality: American
Edgar Dale
American educator
Books: Audio-visual methods in teaching, MORE
Education: The University of Chicago, 
University of North Dakota
How Can Instructors Use the Cone of
Experience?
According to Dale’s research, the least effective method at the top,
involves learning from information presented through verbal symbols,
i.e., listening to spoken words. The most effective methods at the bottom,
involves direct, purposeful learning experiences, such as hands-on or field
experience. Direct purposeful experiences represents reality or the closet
things to real, everyday life.
The cone charts the average retention rate for various methods of
teaching. The further you progress down the cone, the greater the learning
and the more information is likely to be retained. It also suggests that
when choosing an instructional method it is important to remember that
involving students in the process strengthens knowledge retention.
 How Can Instructors Use the Cone of
Experience?
It reveals that “action-learning” techniques result in up to 90% retention. People learn best when they
use perceptual learning styles. Perceptual learning styles are sensory based. The more sensory
channels possible in interacting with a resource, the better chance that many students can learn from
it. According to Dale, instructors should design instructional activities that build upon more real-life
experiences.

Dales’ cone of experience is a tool to help instructors make decisions about resources and activities.
The instructor can ask the following:

• Where will the student’s experience with this instructional resource fit on the cone? How far is it
removed from real-life?
• What kind of learning experience do you want to provide in the classroom?
• How does this instructional resource augment the information supplied by the textbook?
• What and how many senses can students use to learn this instructional material?
• Does the instructional material enhance learning?
Thank
you!