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UNIVERSITY
 PLANNING THE WORK
IN TEACHING
MATHEMATICS

Renith S. Guanzon

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 Before School Starts
Planning for instruction in mathematics
should begin even before school starts.
You should visit the school and obtain
a copy of the syllabus or course outline
for each class you will be teaching. In
fact, it would be a good idea to obtain
the school mathematics curriculum
guides for each of the grades. This will
enable you to see what has preceded
and what will follow your particular
mathematics class.
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 Before School Starts
By scanning through these curriculum guides or
texts for the grade immediately preceding the
one you will be teaching, you will see what
students are supposed to have learned before,
but don’t assume that everyone has learned it.
What is most important is to gather as much
information as possible about the students and
the courses you are going to teach. After all,
mathematics knowledge is built as a series of
“blocks”; without the proper foundation, no
blocks can be added successfully.

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 Once School Starts
 It is an excellent idea to ask the department
chairperson (if the position exists) or
experienced teachers if they will allow you to
sit in their classroom and observe them teach.
If they agree, sit in regularly and take careful
notes. Notice the way topics are introduced,
the motivational techniques that are used,
and the “unusual” ways to teach a topic.

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 Once School Starts
If possible, sit down with the
teacher and discuss why a
certain approach was used. Did
any problems arise? If so, how
were they anticipated and dealt
with?

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 Once School Starts

A lesson is a planned learning experience or

series of experiences designed by the teacher
to convey the skill and the concepts the
students are to master. In planning your
lessons, many things must be considered.
Learning theory must be taken into
consideration when planning your lessons.

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 The following eight considerations
derive from learning theory and must
be taken into account when
developing a lesson plan.
 Build your lesson on the previous
knowledge your students bring to class.
 Make use of hands-on materials and
manipulative.
 Involve your students as active
participants.
 Your lessons must be developmental.

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  Practice the art of asking good questions.
 Provide the opportunity for your students
to practice their communication skills.
 Teach your students the art of
metacognition.
 Evaluate your lesson afterward and identify
ways to improve it.

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 The Lesson Plan
 Purpose. While an overview of the work for the
whole unit is necessary, it is equally essential to
plan the daily classroom activity; and this plan
should be written out. This written phase of
the teacher’s work is usually termed the lesson
plan. It enables the teacher to stick to her
goal, and to carry out her activities within the
period. It prevents unnecessary waste of time.
It is a written guide which the teacher follows
in the discharge of her duties in the classroom.

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  Factors Determining the Nature of the Daily
Lesson Plan. The lesson plan may be prepared
in various forms and lengths depending upon
the purpose, the nature of the subject matter,
the technique of teaching used, and the
experience and ability of the teacher. The form
required by the school division or by the
principal or supervisor also affects the extent
and content of the plan.

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  The fresh graduate from a college
of education will need a long plan
for she may still be groping while
conducting the classroom
activities; the seasoned teacher
will need only a few key topics to
guide her in her daily work.

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 Essential Features. However,
whatever form or whatever length a
lesson plan has, it has these essential
features: the objectives, the subject
matter, the materials, and the
procedure.
 The assignment is a part of the
procedure since it is an outgrowth of
the development of the lesson. In
Mathematics, provisions should
always be made for directed study.
In an outline form, a lesson plan in
Mathematics may appear thus:
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 Objectives
Subject Matter
Materials
Procedure

 Check-up Test
 Brief Written Test
 Oral Checking of the Assignment

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 Development of the New Lesson
 Drill
 Review
 Motivation
 Examples, Lecture, or Experiment based on the New Lesson
 Formulation of the New Principle or Rule Discovered by the Students
 Practice
 Summary
 Assignment
 Directed Study

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 The Aims of the Lesson Plan
 may include the general and the specific,
the remote or immediate. The general aims
may consist of the goals of education in
general, and of secondary education in
particular, which can be realized through the
Mathematics lesson on hand. The specific
objective refers to the immediate purpose
which the lesson aims to achieve. Theses
may be expressed from the teacher’s point
of view or form the students’ point of view.

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 The Subject Matter
refers to that phase of the course to be studied during the day.

The materials include the textbook, the apparatus (compass,

ruler, protractor, etc.), exercise books, and audio-visual aids.

The procedure, which covers the most important phase of the

plan, contains the different steps the teacher follows in
performing the activities for the day. These steps may be
grouped into four major ones: the check-up of the assignment
given the previous day, the development of the new lesson, from
which the assignment for the next day arises, and the directed
study.

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 The Subject Matter
The procedure in the lesson plan may
contain both teacher and pupil activity. It is
usually divided into two columns; the first
describes what the teacher does, the second
what the students are expected to do. As the
teacher gains in experience, she may delete
the pupil activity phase, unless it is required
by her superior.

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 The assignment
is a distinct part of the lesson plan; however, in
mathematics, it should emerge from the
development of the lesson, so that this part may be
absorbed by the procedure. Similarly, the directed
study is also a part of the procedure since it is an
activity which is essential in teaching mathematics.
During this period, individual doubts are clarified and
individual guidance is given in studying the lesson.


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UNIVERSITY