Teaching Mathematics in the

Primary Grades
EECA211

Schedule
Thursday 7:00- 10:00 am

Professor: Arjay O. Buendia

 About the Course
The course aims to equip the prospective teachers in the
primary grades with the necessary pedagogical content
knowledge for the teaching of basic contents in mathematics.
Understanding of key concepts and skills involving number
and number sense ( whole numbers up to 10 000 and the
four fundamental operations including money, ordinal
numbers up to 100th , basic concepts of fractions); ,
measurements ( time, length, mass, capacity, area of square
and rectangle); geometry (2-dimensional and3- dimensional
objects, lines, symmetry and tessellation); patterns and
algebra (continuous and repeating patterns and number
sentences)
 About the Course
statistics and probability (data collection and
representation in tables, pictographs and bar graphs
and outcomes) as applied using technology in critical
thinking, problem solving, reasoning, communicating
making connections representations and decisions in
real life. Various principles and appropriate teaching
approaches, methods and techniques specially through
problem solving as well as differentiated-instruction and
inquiry-based learning with the use of different
mathematical tools associated with Mathematics
Instruction will be emphasized.
Course Learning Outcomes

At the end of the course, the pre-service teachers will be able to:
A. Demonstrate content knowledge and skills in teaching the K-12
BEC Mathematics for the primary grades to promote literacy
and numeracy skills.

B. Demonstrate research-based pedagogical content knowledge

and skills in teaching the K-12 BEC Mathematics curriculum for the
primary grades through learning environments that nurture and
inspire learner participation.

C. Apply appropriate teaching strategies that develop critical and

creative thinking and/or other higher- level thinking skill
Course Learning Outcomes
At the end of the course, the pre-service teachers will be
able to:

D. Show skills in the selection, development and use of a

variety of teaching and learning resources, including ICT,
to address learning goals aligned to meet curriculum
requirements.

E. Show knowledge and skills in designing, selecting and

using assessment tools aligned with the curriculum
requirement in teaching mathematics in the primary level
Week 2-Mathematics K12 Basic
Education Curriculum
EECA211

Schedule:
Monday 6:00-7:30 pm
Wednesday 6:00- 7:30 pm

Professor: Arjay O. Buendia

Watch the video
https://www.youtube.com/watch?v=jzq-kuyhiqs
and answer the following questions.
1. What does teacher do in the class?, how did she ask
questions to her students?
Did the teacher consider the following;
A. Demonstrating acceptance of students’ divergent ideas.
B. Influencing learning by posing challenging and interesting
questions.
C. Projecting a positive attitude about mathematics and about
students’ ability to “do” mathematics.
2. What does the students do in the class? Are they happy
listening to their teacher? Do you think they understand the
lesson being taught, why?
A. Consider the following for the students;
B. Actively engaged in doing mathematics.
C. Solving challenging problems.
D. Making interdisciplinary connections.
E. Sharing mathematical ideas.
F. Using multiple representations to communicate mathematical
ideas.
G. Using manipulatives and other tools.
3. What are your comments and suggestion?
Conceptual Framework
CONCEPTUAL FRAMEWORK
The twin goals of Mathematics in the basic
educationlevels, K to 10 are Critical Thinking and
ProblemSolving. We adopt the definition of critical
thinkingby Scriven and Paul (1987)

Critical Thinking is the intellectually disciplined

process of actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by
observation, experience, reflection, reasoning,
orcommunication, as a guide to belief and action.
CONCEPTUAL FRAMEWORK

On the other hand, we define Problem Solving in

Mathematics using Polya’s (1945 & 1962) definition:
MATHEMATICAL PROBLEM SOLVING is finding a way
around a difficulty, around an obstacle, and finding a
solution to a problem that is unknown.

These two goals are to be achieved with an organized and

rigorous curriculum content, a well-defined set of high-level
skills and processes, desirable values and attitudes, and
appropriate tools, recognizing as well the different contexts
of Filipino learners.
There are five content areas in the
curriculum,
as adopted from the framework prepared by
MATHED &SEI (2010):

• Numbers and Number Sense

• Measurement
• Geometry
• Patterns and Algebra
• Probability and Statistics
CONCEPTUAL FRAMEWORK
The specific skills and processes to be developed
are:
• Knowing and Understanding
• Estimating
• Computing and Solving
• Visualizing and Modelling
• Representing and Communicating
• Conjecturing
• Reasoning
• Proving and Decision-Making
• Applying and Connecting
The following values and attitudes
are to be honed as well:

•Accuracy
•Creativity
•Objectivity
•Perseverance
•Productivity
We recognize that the use of appropriate
tools is needed in teaching Mathematics.
These include:

• Manipulative objects
• Measuring devices
• Calculators and computers
• Smartphones and tablet Pcs
• And the Internet
 We define context as a locale, situation or
set of conditions of Filipino learners that may
influence their study and the use of
Mathematics to develop critical thinking and
problem-solving skills. Contexts refer to
beliefs, environment, language
and culture that include traditions and
practices, and learner’s prior knowledge
and experiences.
The framework is supported by the following learning
principles and theories:
Experiential and Situated Learning
Reflective Learning
Constructivism
Cooperative Learning
Discovery and Inquiry-based Learning

The Mathematics curriculum is grounded in

these theories.
Experiential learning as advocated by David Kolb is
learning that occurs by making sense of
directeveryday experiences. Experiential learning
theorydefines learning as “the process
wherebyknowledge is created through the
transformation ofexperience. Knowledge results from
the combination of grasping and transforming
experience” (Kolb, 1984, p. 41). Situated learning,
theorized by Lave and Wenger, is learning in the
same context on which concepts and theories are
applied.
Reflective Learning refers to learning that is facilitated by
reflective thinking. It is not enough that learners encounter
real-life situations. Deeper learning occurs when learners
are able to think about their experiences and process these
allowing them the opportunity to make sense and meaning
of their experiences.

Constructivism is the theory that argues that knowledge is

constructed when learner is able to draw ideas from his
own experiences and connects them to new ideas that are
connect
Cooperative Learning puts premium on active
learning achieved by working with fellow
learners as they all engage in a shared task.

The Mathematics curriculum allows the students

to learn by asking relevant questions and
discovering new ideas.
Discovery and Inquiry-based learning (Bruner,
1961) support the idea that students learn when
they make use of personal experiences to
discover facts
The content of Mathematics
include:
Number and Number Sense
Measurement
Geometry
Patterns and Algebra
Statistics and Probability
NUMBER and NUMBER SENSE
as a strand includes:

Concepts of numbers
Properties
Operations
Estimation
And their applications
1. What do students need to learn and be
able to do?
2. How will I structure the lesson or lessons
to ensure learning is taking place?
3.How will I know if they have learned it?
4. What will I do if they do not learn it?