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Strategies in Teaching Math

The document discusses various strategies for teaching mathematics concepts and lesson planning. It outlines 11 different teaching methodologies in mathematics, including using manipulatives, audiovisual aids, word problems, and cooperative group work. It also describes 10 strategies for teaching mathematical concepts, such as teaching by involvement, analogy, rule, definition, and discovery. Finally, it defines the key components of an effective lesson plan, including knowledge of the subject matter, students, teaching strategies, materials, and objectives.

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Darwin Macaraeg
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110 views

Strategies in Teaching Math

The document discusses various strategies for teaching mathematics concepts and lesson planning. It outlines 11 different teaching methodologies in mathematics, including using manipulatives, audiovisual aids, word problems, and cooperative group work. It also describes 10 strategies for teaching mathematical concepts, such as teaching by involvement, analogy, rule, definition, and discovery. Finally, it defines the key components of an effective lesson plan, including knowledge of the subject matter, students, teaching strategies, materials, and objectives.

Uploaded by

Darwin Macaraeg
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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STRATEGIES IN TEACHING MATHEMATICS

by Irma Mirasol C. Ferrer

A method is a series of related and progressive acts performed by the teacher and
the students to accomplish the general and specific aims of the lesson. The following are
the different teaching methodologies in mathematics.

1. Using manipulative materials and models.


2. Using audio-visual and support equipment.
3. Using supplementary printed materials.
4. Using tables and graphs.
5. Using variables to express relationships.
6. Using cue words to determine operation to be used and in solving a word
problem.
7. Word problems with a variety of structures and solutions.
8. Connecting mathematics to other subjects and to the real world.
9. Cooperative group work.
10. Laboratory method. It is used to designate a teaching procedure that uses
experimentation with apparatus and materials to discover or verify facts and to
study scientific relationships.
Types of Laboratory Method:
a. Experimental type. It aims to train students in problem solving with
incidental acquisition of information and motor skill. Its emphasis is on
discovery, original procedure, analysis, and solution of problems.
b. Observational type. The acquisition of facts is the dominant aim of this
method wherein facts can be acquired through activities like visits to
museums, exhibits and art galleries, watching demonstrations, listening to
lectures, viewing films, and going to fieldtrips.
11. Discovery approach. An inductive method of guiding students to discuss and
organize ideas and process by themselves
Self-discovery. As a learning process, is figuring out thing for oneself.
Types of Discovery
a. Guided discovery. An approach to instruction by which teacher tries to
draw out from his students certain bits of information through properly
organized question and explanation leading them to the eventual discovery
of a particular concept or principle.
b. Pure discovery. An approach where the students are expected to arrive at
certain concepts and principles completely by themselves witk little or no
guidance from the teacher except for the explanation of particular terms or
references.

STRATEGIES IN TEACHING MATHEMATICAL CONCEPTS

1. Teaching by Involvement
➢ the process of engaging every child in the learning process which take one
of the following forms in the class:
a. Oral involvement
b. Physical involvement like clapping of hands
c. Written or symbolic involvement like answering a problem on the board
2. Teaching by Analogy
➢ the process of making up a story to illustrate a concept, Analogies are used
during the introductory and mastery phases of instruction and rarely
during the maintenance phase.
3. Teaching by Rule
➢ the practice of giving statement which if followed will result in the child
accomplishing the task.
4. Teaching by Definition
➢ the process of presenting a statement to the students which they use to
discriminate between the ideas that fit the statement and those that do not.
5. Teaching by Modified Experiment
➢ involves three steps
a. A question is posed.
b. The students speculate on the answer.
c. Data are gathered and the question is resolve.
6. Teaching by Analysis
➢ the method of breaking a concept down into a step by step explanation.
7. Teaching by Translation
➢ the process of developing new concept by paralleling old concepts which
are structurally similar to new concepts.
8. Teaching by Example
➢ it is used in all phases of instruction. It is one of the most versatile
teaching method
9. Teaching by Using Models
➢ a method widely used to reduce the level of concept abstraction.
10. Teaching by Using Games and Simulations
➢ are high interest type of instructional method. A game is any device or
activity that has a winner or winners and involves elements of both skill
and chance. A simulation is any device or activity that employs selected
aspects of real-life situation.
11. Teaching by Discovery
➢ the process of providing structural clues to the student in such a way that
he uncovers the meaning of the concept without being directly told its
meaning. It is usually used in the introductory phase of instruction.

THE LESSON PLAN

What is a lesson plan?

The lesson plan is a teacher’s blueprint. It is a statement of achievements to be


realized and the specific means by which these are to be attained as a result of the
activities engaged in day by day under the guidance of the teacher.

What are the prerequisites to lesson planning?


1. Knowledge of the subject matter. No teacher can expect to teach something he
himself does not know.
2. Knowing the children or the students. It means understanding their traits and
interests and planning for them.
3. Familiarity with different strategies. The teacher must know various ways of
imparting learning in consonance with the students’ nature and with the type of
subject matter. The methods includes all activities taken up in the classroom, must
consider group and individual interests, aptitudes capacities and needs.
4. Materials. A teacher needs materials that will facilitate the teaching process.
5. Understanding of objectives.

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