EDUC 852-

METHODS OF
TEACHING
MATHEMATICS
GOALS AND OBJECTIVES OF
MATH IN K-12 (BEC)

Prepared by: MILA, GRACE A.

MATEED-1
TIALCIRC
KINGINGHT
and
MLEBOPR
SGNILVO
 SIDCOYVER
and
INQUIRY-BASED
LEARNING
 XEPRNIETIALE
and
SITUATED LEARNING
OOCARPERATIVE

LEARNING
FLECVEITER
LEARNING
SNOCTRUCTIVISM
LSLKIS AND PROCESS
THEAMALTICAM TOOL
EXTTONC
 EUSVAL
and
ATTITUDES
 TWIN GOAL OF PRINCIPLES METHODS USED
PHILIPPINE AND THEORIES
MATHEMATICS 1.C
EDUCATION 1. D AND I 2.S AND P
2. E AND S 3.V AND A
1.CT 3. RL 4. MT
2.PS 4. C 5. C
5. CL
 ‘’ THROUGH THE EXPERIENCES THAT TEACHERS
PROVIDE, STUDENTS LEARN MATHEMATICS. HENCE,
THE WAY STUDENTS UNDERSTAND MATHEMATICS,
SOLVE PROBLEMS, AND EVEN THEIR DISPOSITION
TOWARDS AND SUBJECT ARE BEING SHAPED BY THE
MATHEMATICS TEACHING THEY ENCOUNTER IN
SCHOOL’’
K to 12 Basic Education
Curriculum
Learning Areas

GLAIZA M. SAN PEDRO, LPT

MATEED-1
K to 12 Basic Education Curriculum
Content Contexts
Numbers & Number Sense Beliefs
Measurement Environment
Geometry Language
Patterns & Algebra Culture
Statistics & Probability Learner’s Prior Knowledge and
Experiences
Mathematical Tools Values & Attitudes
Manipulative Objects Accuracy
Measuring Devices Creativity
Calculators & Computers Objectivity
Smartphones & Tablet PCs Perseverance
Internet Productivity
Skills & Processes
Knowing & Understanding
Estimating, Computing, &
Solving
Visualizing & Modelling
Representing & Communicating
Conjecturing, Reasoning,
Proving, and Decision- Making
Applying & Connecting
 -CONTENTS-
NUMBERS & NUMBER SENSE
Refers to a group of key math abilities. It includes the ability to understand quantities and concepts like more or less.
Some people have stronger number sense than others.
There are three areas of number sense:
1. Counting
2. Proportional Thinking
3. Whole Numbers and Parts
Counting- the act of determining the quantity or the total number of objects in a set or a group.
Proportional Thinking- understanding the multiplicative relationship between two or more quantities. Materials in
mathematics that involve proportional reasoning are congruence, statistics, algebra, probability, social arithmetic, and
others.
Whole Numbers- are the combination of positive numbers and zero.
*When you put the number zero with all the counting numbers for example, 0,1, 2, 3, 4, 5, 6, 7, 8, 9, and so on, you create
whole numbers.
*WHOLE NUMBERS can continue until Infinity, or Without End.
Measurement- In Math, by measure we mean quantifying the length,
weight, capacity( volume), and many more quantities. Measurement
of any quantity is expressed in 2 parts--- a numeric value and the
specific unit.
For example, the measurement units of length are meters,
centimeters, inches, feet, etc. For mass, we have kilograms, grams,
pounds, tons, etc. There is a way to classify various measurement units
into two types: Metric System and the U.S. Standard System (Imperial
System of Measurement).
 Geometry- is defined as “ a branch of mathematics that deals with the
measurement, properties, and relationships of points, lines, angles, surface,
and solids.” Put even more simply, geometry is a type of math that deals
with points, lines, shapes, and surfaces.
For example:
• A triangle is a 3 sided shape, and the sum of its 3 interior angles is 180
degrees.
• A square, rectangle or quadrilateral are 4 sided shapes, and the sum of
their 4 interior angles is 360 degrees.
• Other polygons like pentagon, hexagon, heptagon, octagon have 5,6, 7, 8
sides respectively and varying angles.
Patterns and Algebra- The patterns in algebra fall into two broad
categories: repeating patterns and growth patterns. Growth patterns
have discernible units commonly called term in the pattern depends
on the precious term and its position in the pattern.
Patterns are a set of numbers arranged in a sequence such that they
are related to each other in a specific rule. These rules define a way to
calculate or solve problems.
For example, in a sequence of 3,6,9,12,___, each number is increasing
by 3.
Statistics and Probability- are two branches of mathematics concerning the collection,
analysis, interpretation, and display of data in the context of random events. They are
often interrelationship.
Probability the outcome of a random event, such as the flip of a coin, cannot be determined with
certainty before the event has occurred.
Probability is represented by a numerical value between 0 and 1 which describes how likely an event is to
happen.
Statistics is a discipline that involves collecting, organizing, displaying, analyzing, interpreting, and
presenting data.
For example, if we consider one math class to be a sample of the population of all math classes, then the
average number of points earned by students in that one math class at the end of the term is an example
of a statistics.
 -CONTEXTS-
Beliefs
Productive beliefs
Mathematics learning should focus on developing understanding of concepts and procedures
through problem solving, reasoning, and discourse. Students need only to learn and use the same
standard computational algorithms and the same prescribed methods to solve algebraic problems.
Beliefs play a great role in mathematics learning and teaching. The learning outcomes of students
are strongly related to their beliefs and attitudes about mathematics .
The core of teaching consists of four basic values: dignity, truthfulness, fairness and responsibility
&freedom. All teaching is founded on ethics– whether it be the teacher-student relationship,
pluralism or a teacher’s relationship with their work. Dignity means respect for humanity
Environment
An effective mathematics rich learning environment is a space where
children’s mathematical learning and understanding are enhanced by
making mathematics visible, by providing the tools to be successful and by
creating a culture of Math’s Talk, taking risks and learning from mistakes.
*What features of a classroom environment for doing mathematics?
In addition to desk placement, posters, and manipulatives, you can also
use technology to help you engage your students. There are apps for
smartphones and computers that allow your students to manipulative and
explore math concepts in a visual way.
Language
The language of mathematics or mathematical language is an extension
of the natural language (for example English) that is used in
mathematics and in Science for expressing results (scientific laws,
theorems, proof, logical deductions, etc.) with concision, precision and
unambiguity.
Culture
Culture can be defined as all the ways of life including arts, beliefs and
institutions of a population that are passed down from generation to
generation. Culture has been called “ the way of life for an entire society.”
As such, it includes codes of manners, dress, language, religion, rituals,
art.
Much of our mathematics today , and the format of the text has
developed with great influence from Mesopotamia, Egypt, India and
China. Perhaps underestimated are the major contributions from Arabic
Mathematicians to a variety of mathematical forms, theorems and
number systems.
Learner’s Prior Knowledge and Experiences
Students learn new mathematical concepts within the context of their
own prior knowledge. This knowledge includes ideas and concepts
acquired in a previous unit or lesson as well as concepts acquired in
previous grade-levels, courses, or daily.
*What is the importance of the learners prior knowledge and experiences
in the teaching and learning process?
Activating prior knowledge helps students see the connections between
previous learning and new instruction, provides a framework for learners
to better understand new information, and gives instructors formative
assessment information to adapt instruction.
 -MATHEMATICAL TOOLS-
Manipulative Objects
Manipulatives are “ physical objects that are used as
teaching tools to engage students in the hands-on
learning of mathematics.”
Examples of common manipulatives include number
lines, Cuisenaire rods; fraction strips, blocks, or
stacks; base ten blocks (also known as Dienes or
multibase blocks); interlocking linking cubes (such as
Unifix); construction sets (such as Polydron and
Zometool); colored tiles or tangrams; patterns blocks.
Measuring Devices
Common tools of measurement
include thermometers, rulers,
yard sticks, scales, breakers,
protractors, clocks and measuring
tape. Each tool has a specific
purpose, and knowing how to use
each tool correctly will make
measuring more accurate and fun.
Calculators and Computers
Calculators and computers are important
computational devices for children and adults alike.
Both manipulatives and calculators assist in:
• Enhancing student understanding
• Solving problems
• Exploring concepts and connections through
multiple representations
• Developing student understanding
Smartphones and Tablet PCs
The use of cellphones, tablets and
notebooks in the teaching of
school mathematics are a means
of improving students
performance.
*How Internet is used in
Mathematics?
Internet
The development of World Wide Web lead to a whole
new field of mathematics called Internet
Mathematics. It is a mixture of possibility, linear
algebra, graph theory and dynamical systems,
designed to answer stringent problems about how
information propagates over the net.
 -VALUES & ATTITUDES
Accuracy
Accuracy is how close a given set of measurements (observations or
readings) are to their true value.
Creativity
Mathematical creativity is the ability needed to solve various problems
in mathematics. Each student has different creativity, one of which,
influenced by thinking styles that have an impact on the quality of
perception and ability to order.
Objectivity
Mathematical knowledge appears to be objective because it is
objective in essentially the way it appears on a literal reading. In short,
mathematical statements are true because they state facts about mind-
independent objects and relations between them.
Perseverance
Abstract: Perseverance, or initiating and sustaining productive struggle
in the face of obstacles, is integral for the learning of mathematics. Yet,
the nature of such struggle is uncomfortable in the moment and often
avoided for some students.
Productivity
It is a measure of economic performance that compares the amount of
goods and services produced( output) with the amount of inputs used
to produce those goods and services.
Effective teaching of mathematics consistently provides students,
individually and collectively, with opportunities and supports to engage
in a meaningful learning.
 -SKILLS AND PROCESSES-
Knowing & Understanding
Mathematical understanding entails knowing, perceiving,
comprehending, and making sense of the meaning and connotation of
mathematical knowledge. Acquiring mathematical understanding plays
an important and crucial role in mathematics learning.
Estimating, Computing & Solving
Estimation means having a rough calculation of the value, number,
quantity, or extent of something.
Numerical computing is an approach for solving complex mathematical
problems using only simple arithmetic operations.
In Mathematics, to solve an equation is to find its solutions, which are
the values (numbers, functions, sets, etc.) that fulfill the condition
stated by the equation, consisting generally of two expressions related
by an equal sign. When seeking a solution, one or more variables are
designated as unknowns.
Visualizing and Modelling
Visualizing and modelling is the third and final research-based strategy
covered in this series. When students use or recall objects, pictures, or
models during and after their math study, they are better able to
explain their understanding to peers, parents and teachers.
Visualization is a strong tool for searching mathematical problems,
giving meaning to mathematical concepts and the relationships
between them.
Representing and Communicating
In Mathematics, a representation is a very general relationship that
expresses similarities (or equivalences) between mathematical objects
or structures.
Mathematical Communication Skills (MCS) refer to the students’ ability
to (1) arrange and link their mathematical thinking through
communication; (2) communicate their logical and clear mathematical
thinking to their friends, teachers, and others; (3) analyze and assess
mathematical.
Conjecturing, Reasoning, Proving and Decision-Making
A conjecture is a mathematical statement that has not yet been
rigorously proved.
Reasoning in math is the process of applying logical thinking to a
situation to derive the correct problem solving strategy for a given
question, and using this method to develop and describe a solution.
Proving is the logical way in which mathematicians demonstrate that a
statement is true.
Decision-making is crucial for developing problem-solving skills as it
involves logical reasoning, critical thinking, and problem structuring.
Applying & Connecting
NCTM defines mathematical connections as the ability to “recognize
and use connections among mathematical ideas; understand how
mathematical ideas interconnect and build on one another to produce
a coherent whole; recognize and apply mathematics in contexts outside
of mathematics.”
Learning mathematics and demonstrating understanding of
mathematics involves connecting real experiences, contexts,
mathematical images/pictures, language and symbols.
K-12 BASIC EDUCATION
CURRICULUM
BRIEF COURSE DESCRIPTION
Mathematics from K-10 is a skills subject. By itself, it is all
about quantities, shapes and figures, functions, logic, and
reasoning. Mathematics is also a tool of science and a language
complete with its own notations and symbols and “ grammar”
rules, with which concepts and ideas are effectively expressed.
K-12 BASIC EDUCATION CURRICULUM

The contents of Mathematics includes Numbers and

Number Sense, Measurement, Geometry, Patterns &
Algebra and Statistics and Probability

1.Numbers and Number Sense

As a strand include concepts of numbers,
properties, operations, estimation, and their
applications.
2. MEASUREMENT
As a strand includes the use of numbers and measures to
describe, understand, and compare mathematical and concrete
objects. It focuses on attributes such as length, mass and weight,
capacity, time, money, and temperature, as well as applications
involving perimeter, area, surface area, volume, and angle
measure.
3. GEOMETRY
As a strand includes properties of two-and three dimensional
figures and their relationships, spatial visualization, reasoning,
and geometric modelling and proofs.
4. PATTERNS AND ALGEBRA
As a strand studies patterns, relationships, and changes among
shapes and quantities. It includes the use of algebraic notations
and symbols, equations, and most importantly, functions, to
represent and analyze relationships.
5. STATISTICS AND PROBABLITY
As a strand is all about developing skills in collecting and
organizing data using charts, tables, and graphs; understanding,
analyzing and interpreting data; dealing with uncertainty; and
making predictions and outcomes.
K to 12 BASIC EDUCATION
CURRICULUM
Learning Area Standard:
The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as
applied- using appropriate technology- in problem, solving, critical thinking, communicating, reasoning,
making connections, representations, and decisions in real life.
KEY STAGE STANDARDS:
K-3
At the end of Grade 3, the learner demonstrates understanding and appreciation of key concepts and skills
involving numbers 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);
measurement (time, length, mass, capacity, area of square and rectangle);
geometry (2-dimensional and 3- dimensional objects, lines, symmetry, and tessellation);
patterns and algebra ( continuous and repeating patterns and number sentences);
statistics and probability (data collection and representation in tables, pictographs and bar graphs and
outcomes) as applied using appropriate technology- in critical thinking, problem solving, reasoning,
communicating, and making connections, representations, and decisions un real life.
 KEY STAGE STANDARD
4-6
At the end of Grade 6, the learner demonstrates understanding and appreciation of key concepts
and skills involving numbers and number sense (whole numbers, number theory, fractions,
decimals, ratio and proportion, percent, and integers);
measurement (time, speed, perimeter, circumference and area of plane figures, volume and
surface area of solid/space figures, temperature and meter reading);
geometry (parallel and perpendicular lines, angles, triangles, quadrilaterals, polygons, circles, and
solid figures);
patterns and algebra (continuous and repeating patterns, number sentences, sequences, and
simple equations);
statistics and probability (bar graphs, line graphs and pie graphs, simple experiment, and
experimental probability) as applied-using appropriate technology-in critical thinking, problem
solving, reasoning, communicating, making connections, representations, and decisions in real life.
 KEY STAGE STANDARD
7-10
At the end of grade 10, the learner demonstrates understanding and appreciation of
key concepts and skills involving numbers and number sense (sets and real numbers);
measurement (conversion of units);
patterns and algebra (linear equations and inequalities in two variables, exponents and
radicals, quadratic equations, inequalities, and functions);
geometry(polygons, axiomatic structure of geometry, triangle congruence, inequality
and similarity, and basic trigonometry);
statistics and probability( measures of central tendency, variability and position;
combinatorics and probability) as applied – using appropriate technology – in critical
thinking, problem solving, communicating, reasoning, making connections,
representations, and decisions in real life
That would be all. Thank you for listening.
 Goals and Objectives in
Teaching
Mathematics in the K-12 BEC

Rinalyn L. Enero
MATEEd- 1
The Five Strands of Mathematical Proficiency

1. Conceptual Understanding - the

comprehension of mathematical concepts,
operations, and relations
• Enables students to connect ideas to
what they already know
• Supports retention and prevents
common errors
Levels of Conceptual Understanding
2. Procedural Fluency
refers to knowledge of procedures , of when and
how to use them, and skills of performing them.
Without sufficient procedural fluency, students
have trouble deepening their understanding of
mathematical ideas or solving mathematics
problems.
The ability to apply appropriate
procedures:
• Accurately
• Efficiently
• Flexibly
3. Strategic Competence - the ability to formulate,
represent, and solve mathematical problems
To come up with answer to a problem, students must:
• follow a solution method and adapt as necessary
• understand the quantities in the problem and their
relationships
• represent the relationships mathematically
• have the mathematical skills required to solve the problem
When faced with a mathematical problem students who are strategically competent have the

ability to:

Formulate
• Identify accessible questions

• Make simplifying assumptions

• Identify significant variables and generate relationship between them

Represent
• Selecting appropriate mathematical concepts and procedures

Solve
• Monitor progress in a solution approach, changing direction as needed

• Interpret and evaluate results in the context of the problem

• Explain why a conclusion does or doesn’t make sense

Thanks!
INTRODUCTION

Mr. Smith has 4 daughters.

Each of his daughters has a
brother. How many children
does Mr. Smith have?

Answer:: 5
INTRODUCTION

Mr. Smith has 4 daughters.

Each of his daughters has a
brother. How many children
does Mr. Smith have?

Answer:: 5
INTRODUCTION

Mr. Smith has 4 daughters.

Each of his daughters has a
brother. How many children
does Mr. Smith have?
INTRODUCTION
 Adaptive Reasoning

The capacity to think logically about

the relationships among concepts
and situations.
THANK YOU
e

Prepared by:
Ellamae C. Lomentigar