TMMAT23: TEACHING METHODS

FOR MATHEMATICS

-Audience: MPE, MBE, MGE, MCE &

MCsE
-Program: Bachelor’s Degree in
Education, 2023 Ac. Year.
 3rd Unit:
Teaching Methods and Aspects of Mathematics
Teaching and Learning
(i.e Key Aspects in Mathematics Instruction)
 Recall on Teaching Methods
A good teacher in class should have:
• Content about the subject
teachers will teach,
• Specific teaching methods of
the lessons (Teacher’s guide)
• Technological and others
resources to use for learning
and teaching (platform,
simulations, videos, online
interactive resources)

That is TPACK teaching all about

∴ For a teacher, teaching methods ≈ Teachers’ guidelines in class

 3.1. Basic Concept Expressions in T/L
In the T/L process, especially in the T/L of mathematics,
we need to understand some expressions that are
very common. These concepts can confuse the
teachers if they do not have a clear understanding of
them. Therefore, they are called basic concepts as
teacher should always teaches building on them.
These are:
Approach,
Method,
Technique,
Strategy and
Activity as explained below;
 (a) Approach (A)
• Generally, an approach is a manner in which a problem
is solved or it is the general non explicated view of
doing thing or it is a manner in which a policy is made
or simply a specific manner of treating things.
 I would say that in T/L, we call an approach to say the
personal or individual philosophy of teaching, or it is
the general head plan, or it is the guidelines that one
has to proceed in delivering in class.
e.g:
in class, this is resulted from what to refer to; which
gives how teacher generally treats or handles or
conducts class. we mainly have Learner centered
approaches or active approaches, Teacher centered
approaches and mixed approaches of teaching.
Education approach cont’d
 (b) Method (M)
• A method is a process by which a task is completed, or
a way of doing something.
 In T/L, the term Teaching method refers to the general
principles, general pedagogy and general/aspect, sub-
approach, which is used for classroom instruction or
simply used for classroom teaching and learning.
 𝑴𝒔 𝝐 𝑨
e.g:
Questioning, Mathematics conversation, Problem
solving, Group work, Motivating learners, Procedural
fluency, Inclusive education, Mathematical games,
Homework, Lecturing, Computer or video, etc ...
 (c) Technique (T)
• These are the tricks we all know and use to get the
job done .
 In fact, in teaching, while an approach(manner) and
method(process) are abstracts and dwell(struggle) in the
mind of the user, techniques in a method are very
practical tricks of T/L and they engage the learner or
student in the real learning activity.
 𝑻𝑠 𝜖 𝑴
e.g: reading, repetition or reproduction, group
discussion, drawings, memorization, problem tree ,
not tennis but volleyball, concept map,
brainstorming, memory cards in mathematical
games, KWL chart, steps to produce a code, etc...
 (d) Strategy (S)
 In class, strategy includes all methods and/or techniques
that a teacher may take to make students active in learning.
These strategies drive a teacher's instruction as they work to
meet specific lesson objectives/instructional objectives.
 𝑺 = 𝑻𝑠 or 𝑺 = 𝑴𝑠 or 𝑺 = 𝑻𝑠, 𝑴𝑠
e.g:
Question: What are strategies to be used in introducing
the lesson( i.e in review of previous lesson and in
linkage and in sharing objectives/engage)?
Answer: I will use the question answer method in
review of previous lesson, etc ... & I will only use
raising question methods and techniques in engage.
 (e) Activity/object
• In general, an activity/object is something somebody
does: something that somebody takes part in (often
used in the plural as activities), simply what to do as a
task to reach on specified competence.
• Eg: in Lesson Plan(LP), we differentiate two
successive columns of activities in all the 3 main steps
of the lesson: Those are TA (teacher’s activities) and
LA (learner’s activities).
• In MCBC, these TA & LA show what teacher and
learner should parallelly do to make mathematics
lesson learner centered one.
In a lesson plan table, TA and LA should be parallel
stated for a mentioned competence to be acquired by
learners and a CCI to be well addressed.
 3.2. Guidelines for some
Important Techniques that
can be used
in Teaching Mathematics

A NICE TO KNOW
 GUIDELINES FOR TECHNIQUES TO BE USED
a.Whole-Group Discussion
• Make sure that various students are contributting , not always
one student and ensure a good balance of contributions from
female and male students. In short, volleyball techniques.
• Teacher may use the board to write down some key words of
contributions.
• Paraphrase student’ answers to make sure that she/he understand
them well and to help understanding of other students.
• Ask questions for clarification to the contributors, but do not
judge answers. All contributions are valuable. Only I can
intervene when contributions are not respectful or when
students show clear misconceptions about the content.
• Teacher may encourage contributions by using prompts like:
– Who agrees or disagrees with X?
– Who can give an example of …?
– Who has another idea?
– Who can take this a step further?
 GUIDELINES FOR TECHNIQUES TO BE USED, Cont’D;
b.Think-Pair-Share (TPS)
• A TPS consists of 3 stages: individual work, work in pairs
and a plenary discussion.
In a TPS, each student first works alone, writing down his/her
ideas or solutions, then pair and exchange ideas with a partner.
Finally, the sharing is done during the class discussion.
• A major benefit of a TPS is that each participant gets the
opportunity to explain his/ her ideas.
• During the plenary stage, teacher can ask a few pairs to
share their ideas with the whole class. To motivate others to
participate, teacher may use the follow-up questions like:
– Who has a different idea?
– Who can give another example?
– Who can build on this to … ?
 GUIDELINES FOR TECHNIQUES TO BE USED, Cont’D;
c.Small-group work
• Group work is useful when the purpose is to develop conceptual
understanding or when participants need to share alternative
views, interpretations or approaches. There is a clear difference
between working in a group and working as a group. Often,
participants work independently, even when they are sitting
together.
• For students, collaborative learning can help them to develop
their thinking and problem-solving skills by encouraging them to:
- explain and negotiate your contributions to others in a group;
- take turns in discussion while exploring a topic or a new to study;
- apply your knowledge to practical situations;
- develop language skills
- support and build on each other’s contributions, acknowledging
and utilizing the strengths and talents of individual students.
 GUIDELINES FOR TECHNIQUES TO BE USED, Cont’D;
d. Donut Discussion activities
• Purpose of a Donut activity is to give all
participants the opportunity to clarify their ideas
and listen to others. It is also a great ice-breaker
activity. It is an activity that can be done with
small groups. The limiting factor is the space in the
venue, and sometimes, it is better to move outside
for the activity.
• The activity can be done like in 10 minutes,
depending on the number of statements that you
want to introduce.
 GUIDELINES FOR TECHNIQUES TO BE USED, Cont’D;
Description of donut discussion activity
• Make two circles of people with pairs facing each other. The
pairs dialogue for 1 minute each on a question or statement,
and then one of the circles shifts around two persons so that
new pairs are made. The new pairs repeat the exercise with
the identical question. For the third time ask the other circle
to move so that new pairs are formed again. You can then
move to the next statement or question if any.
• After repeating three times the persons have each given
three answers to the same question and heard three
answers from three different persons. If there is not space to
make circles (donut-shapes), the exercise can be also done
with two lines of persons facing each other to fill available
space in a classroom (e.g. at the front of the class, in
walkways between desks, etc.)
 GUIDELINES FOR TECHNIQUES TO BE USED, Cont’D;
e. Poster Activity/ Bus Stop Activity
• In small groups, when questions given are
diverging ones(i.e open questions), after you have
finished the given activity, you write answers on a
poster(i.e flipchart or manila paper or any other
paper with big size)
• Put the posters on the wall. Next, with your
group, you move from one poster to the other
group posters and add/write on the posters any
ideas you think feats as the solutions to the given
question.
 GUIDELINES FOR TECHNIQUES TO BE USED, Cont’D;
f. Gallery Walk and Reflective Discussion
The same as above, this is also done in small groups,
when questions given are diverging ones(i.e open
questions), after you have finished the given activity,
you write answers on a poster(i.e flipchart or manila
paper or any other paper with big size)
The difference is that, during the Gallery Walk, each
group can ask questions, be explained by the
concerned group and give comments on the other
group posters. No writing on others’ posters.
Bus stop gives you opportunity to write, whereas
gallery walk gives opportunity to speak, express.
 GUIDELINES FOR TECHNIQUES TO BE USED, Cont’D.
g. Home works
These are given in terms of class entry tickets.
An entry ticket is a brief and/or detailed questions
that students go with to solve and/or analyse at
home and turn it to school to be submitted before
the next class (Lemov, 2015).
Those are assignments and other works to be
done either individually or in groups of students if
you think students can meet somewhere around
their homes, after class time.
 3. 3. Some Methods and/or Key
Aspects of Mathematics Instruction
During this section 3 of the 3rd Unit, we shall have to
discuss on a number of methods and/or key aspects
of mathematics instruction. Inside them, we shall
have to understand some different techniques or
tips that a good mathematics teacher should
emphasize on while teaching. The choice of any
technique depends on the nature of the lesson, it is
the teacher to decide on which methods and/or
techniques to use handling a given lesson. These
keys are developed here in 8 different sub-sections
(i.e sub-section 1 – sub-section 8).
 Sub-section 1: Questioning
Questioning is a key & fundamental skill for teachers.
Research showed that “during an average lesson,
teachers ask at least tens of questions (Lemov, 2015)”.
Learners raise question in raising question method.

As teachers, we should answer to these questions:

- What makes a question effective?
- And how can you use questioning to stimulate
thinking, collaboration and motivation in your
mathematics lessons?
Unfortunately, many mathematics teachers don’t
use the power of questioning to stimulate thinking
and learning fully for the whole classs.
In fact, upon hearing a correct answer, many
teachers are happy to move on.
Upon hearing a wrong answer, they correct it or ask
another learner to give the correct answer. Some
teachers consider a wrong answer as something
that needs to be avoided as much as possible.
Often, teachers move on without knowing why a
learner gave an answer or if anybody else had other
thoughts. However, answers of confident students
are a bad guide to what the rest of the class is
thinking(Dylan Wiliam, 2016). Details on next pages
Section 1: harmonisation: attention points cont’
“The answers of confident students are a bad guide to what the rest of the
class is thinking “ by Dylan Wiliam (2016)

Why and How to go?

• Wrong answers = opportunities for learning

• It is important to slow down and asking further questions
no matter if the response is correct or not
• Questions are not only about getting the right answer
from learners, but are about developing reasoning skills
and the capacity to formulate one’s thinking accurately.
Section 1: harmonisation: attention points cont’
Good questioning is not about the number of
questions a teacher asks.
• Many teachers ask many questions to check understanding,
whereas they ask few questions to get and keep learners
thinking, which is not good in mathematics.
• Learners might not yet be used to effective questioning,
which requires higher order thinking skills. They need to
move from a passive role, absorbing and reproducing
information, to an active role. Try to know your audience
Let us introduce and discuss
some ten varieties of
“techniques or what to do or
tricks or tips” to help you as
mathematics teacher with
effective questioning in your
mathematics lessons
Section 1 cont’: Tips for Effective Questioning
1) Make sure that learners understand the question
You should do this because:

• Many learners find difficult to understand word problems.

• Also, some learners immediately relate certain words to certain operations

such as “taking away” or “adding” with subtraction and addition

Example: “Tom has 1000 Rwf. He buys some chocolates that cost 150Rwf per

pack. What information is needed in order to determine how much Tom spent?”

• Present students with different formulations of questions so that they

become familiar with various question types.

Section 1 cont’: Tips for Effective Questioning
2) Don’t let only learners answer because they have raised their hands.

• All learners need to think and have an answer ready in case

the teacher calls on them to respond
• Boys are often more vocal and eager to raise their hands than girls
• Advantages of a “no hands technique”
- check for understanding with all learners
- all learners need to think and have an answer ready
- increases the pace of questions and answers
- distributes work more equally among learners
• Not a discipline strategy for once they are already off task!
Section 1 cont’: Tips for Effective Questioning
3) Have learners use exercise notebooks or voting cards
• Voting with coloured cards or simple voting with only Knowledge and
understanding
• Advantages
• see quickly what every learner thinks
• stimulating all learners to think
• encourage learners to use notebooks
• follow up with questions for explanations
• Examples
• Which fraction is bigger…?
• Give two fractions that add to 1
• Give me number between 1/3 and 1/4
Section 1 cont’: Tips for Effective Questioning
4) Let learners vote with judgements
• Make students actively think and make judgements about
each others’ answers
• Examples
• Stand up if you agree with Alexis
• Thumbs up if you think Jean-Claude is right
• Multiple-choice questions
• Advantages
• Helps you check for understanding
• Stimulate discussion among learners
• Stimulate maths talk and reasoning skills
Section 1 cont’: Tips for Effective Questioning
4) Let learners vote with judgements cont’
• Examples of statements that could be used for voting with judging
• Multiplying makes numbers bigger
• When you multiply by 10, you add a zero
• You can't have a fraction that is bigger than one
• If you double the radius of a circle, you double the area.
• if you double the lengths of the sides of shapes, you double the area;
• In January, bus fares went up by 20%. In August, they went down by 20%.
Michel claims that: “The fares are now back to what they were before
the January increase.” Do you agree?

• Statements can be formulated at any level of difficulty.

Section 1 cont’: Tips for Effective Questioning
5) Let students formulate questions
• Asking students to look at some information and think
of questions to ask each other
• Pose problems that have gaps in them and ask learners
to fill in those gaps.
• Advantages
• Stimulate making connections to their prior knowledge.
• Stimulates development of mathematical literacy

“I like providing students situations with lots of information and asking students
to pose the questions we might solve based on this information (Bushart, 2016)
Section 1 cont’: Tips for Effective Questioning
5) Let students write the questions cont’
• Example
• Anita has five oranges, Angelique has 20
oranges and Andrew has 15 apples. Elise has
no fruit, but has 2000 Frw. The price of an
apple is 700 Frw, the price of an orange is 300
Frw and the price of an avocado is 400 Frw.
• What questions can you make from this information?
Section 1 cont’: Tips for Effective Questioning
6) Not Tennis but Volleyball
• Immediately pass students’ answers on in the form of a new
question to another student in the class.
• Example
• “Oh, Eduard thinks the answer is 24. John, do you agree or disagree with
this answer?” followed by, “Oh, John says he agrees with the answer of 24.
Lydia, why do you think both students are saying the answer is 24?”
• This will stimulate learners to listen to each other, think actively about each
other’s responses and develop learners’ reasoning skills.

• Also you give students opportunities to ask questions

then you pass them to other students
Section 1 cont’: Tips for Effective Questioning
7) Pose Open Questions (use WH-questions)
• Open questions are questions where the answers are not limited to
a few possible answers.
• They are often a good way to initiate thinking and start a deeper
conversation. An open question encourages a variety of approaches
and responses.
• Consider “What is 4 + 6?” (closed question) versus “Is there another
way to make 10?” (open question)
• Open questions allow for differentiation, as responses will reveal
individual differences.
• provide teachers with useful information
Section 1 cont’: Tips for Effective Questioning
7) Pose Open Questions cont’
– Some examples of prompts for open-ended questions are:
• How are these the same/ different?
• What would you do if …?
• What else could you have done?
• Is there any other way you could …?
• Why did you …?
• How do you know?
• Show me an example of…
• What is wrong with the statement? How can you correct it?
• Is this always, sometimes or never true?
Section 1 cont’: Tips for Effective Questioning
7) Pose Open Questions cont’ (advantages of the tip & practical verbs)
Open questions elicit higher levels of Bloom’s Taxonomy. You can use these verbs;

Observe Evaluate Decide Conclude

Notice Summarize Compare Relate

Contrast Predict Connect Interpret

Distinguish Justify Explain Elaborate

Section 1 cont’: Tips for Effective Questioning
8) Provide Wait Time after a Question
• Wait a few seconds after you ask a question
• Things you can say to wait (while applying the technique)
• I'm waiting for more hands before I take an answer.
• I'm waiting for someone who can connect this question to what we
have seen yesterday.
• I see some of you are thinking before you answer. Very good.

• Techniques such as “Turn and Talk” and “think-pair-

share”: give learners time to clarify and articulate their
thinking in pairs or small groups before answering
•Section 1 iscont’:
9) Right Right Tips for Effective Questioning
– Means that when teacher asks question, they(students) hold out for a complete
answer, or one that would be acceptable on a test, with that student.
– The key idea behind this technique is that the teacher should set a high standard of
correctness by only naming “right” those answers which are completely right(Lemov,
2015).
– There are 4 ways to use the right is right technique:
• Hold out for all the way or insist on the fully correct answer
• or use an appraisal which is not 100%, eg 4/5, as the question is not fully answered
• Focus on answering the question
• Right answer, right time
• Use precise technical vocabulary
Example:
• Teacher: Can someone give a definition of volume?
• Student: The volume is equal to L x W x H
• Teacher: That’s the formula. I’m asking for the definition
Section 1 cont’: Tips for Effective Questioning
10) Stretch learners to refine or extend or deepen
their answers
- Even if the learner gives the right answer, follow-up with questions that
extend/deepen their thinking to check for full understanding.
You can do it by:
• Asking how or why they got the answer
• Ask for another method to get to the answer
• Ask for a better word or a more precise expression for the answer
• Ask for evidence for the answer
• Saying “tell me more” or “ can you develop that?”

- Don’t use it only when they give the wrong answer

 Sub-section 2: Mathematics Conversations
Although young students may have a beginning
understanding of mathematical concepts, they
often lack the language to communicate their ideas.
By modelling and fostering mathematics talk and
using correct mathematical terms, teachers can
help students to express their ideas. It is also
important to encourage talk among students as
they explain, question and discuss their strategies
while co-operatively solving problems.
Mathematics conversation is a conversation where
mathematics language is used appropriately. Next,
we shall discuss some 5 Techniques or 5 Tips for
mathematics conversations.
Tips for Mathematics Conversations
• Tips for mathematics conversations

1)Revoicing
• Revoicing is one move that is particularly useful when a
student’s explanation is confusing or hard for others to

understand. You can say for example “So you’re

saying that [it’s an odd number?]”
• When revoicing, teacher repeats all or some of what the
student said and then asks for clarification
• It is also an opportunity to embed mathematics vocabulary
Tips for Mathematics Conversations cont
• Tips for mathematics conversations cont’

2) Repeating and reasoning

• Letting students repeat or reason, based on another student’s answer

• For example:

• Can you repeat what he just said in your own words?

• Do you agree or disagree and why?
• Would someone like to add something more to that?”
• When do you use this mathematics at home? At school? In
other places?
• How is this like something you have done before?
Tips for Mathematics Conversations cont
Tips for mathematics conversations cont’

3) Asking why
Tell your learners that “because” is the magical word you want
to hear in every answer! When they give an answer, they
develop the habit of adding “because” and explaining their
answer. That is “Developing a culture of explaining themselves every time”.

Example:
- Where does 1.6 go on a number line?
‘I draw a number line that goes from 0 to 2, and I say 1.6 goes here.’
‘I draw a number line that goes from 0 to 2 BECAUSE ……. , and I
say 1.6 goes here BECAUSE ….’
Tips for Mathematics Conversations cont
Tips for mathematics conversations cont’
4) Introduce sentence stems

• Sentence stems are tools that can support students

with knowing what to say during mathematics
discussions
• Examples
• I agree with ____ because …
• I have a different idea because…
• I made a connection with what ____ said…
• The lowest common denominator of … and … is …
Tips for Mathematics Conversations cont
Tips for mathematics conversations
5) Stimulating Precise Use of Mathematical Language (say
everything you do word by word and how things are constructed)

• Why is precise mathematical language important?

• Avoiding misconceptions
• Develop mathematics vocabulary
• Stimulate thinking and reasoning
• Examples
• Multiplying by 10 = adding a 0 to the right of one,
• reducing fractions,
• equal sign
 Sub-section 3: Developing Problem Solving Skills

Problem solving skill is not about giving problems to

students and ask them to solve them. Rather, it is
about exposing different ways (methods and
techniques) to solve a given word problem, exercise.
That is we say that “Problem solving is about engaging
with real problems; guessing, discovering, and making
sense of mathematics” in solving given problems.
As explained in 1st section of the 1st handout, problem
solving is an important mathematical process skill
powerful to the support of learning mathematics with
understandings. It is detailed on the following pages
 U3.1) Understanding of Developing Problem Solving

 Problem solving is central to the teaching of

maths. The primary goal of teaching and
learning maths is to develop the ability to
solve a wide variety of complex mathematics
problems.
 A problem is a unfamiliar situation which has
to be solved, thus, problem solving is a
process of applying mathematics in unfamiliar
situations, in problems not in exercises.
 Problems may come from real life but can also
arise from within mathematics itself.
 Cnt,d
Teaching problem solving enables learners to build
new content knowledge during problem solving
process. They learn and practice some heuristic
strategies and make connections among various
ways of thinking about the same mathematical
content.
As a teacher, you need to be aware of the
importance of planning and monitoring problem
solving progress and make adjustments when
things are not as well as they should.
 Plan, do/develop lesson plans every time before
entering class, even if it can be in the similar class
 U3.2) Approaches to problem solving

All problem solving involves some

form of information (perceptual,
physiological, sensory) and use of
that information to reach a
solution. Following are the main
three approaches to teaching using
problem solving:
 Cnt, d
a) Teaching about problem solving
This approaches gives emphasis
on the general methods of
analyzing and solving problems
as well as different problem
solving strategies in the
context of problem situation
 Cnt,d
Teaching strategies: problem solving referring to George Polya
o Understand the problem: students must read the problem,
taking notes of the givens, the unknown and the wanted
o Devising a plan: they should choose strategies that can help
them initiate the process of problem solving. For instance,
Find relationship between the given and the unknown data
and determine the strategy to solve the problem.
o Carrying out the plan or execute the plan
Involves applying algorithms logically and accurately
o Looking back-verify
Verification of the solution should enable students to make
decisions of either reading the problem again to improve
understanding or check on plans or continue with another
problem.
 Cnt, d
• Other strategies: drawing a diagram, guessing and
checking, making and organize list, making a table,
looking for a pattern, making a simpler problem,
setting up equations, solving a similar problem,
logical reasoning, working backwards,…
• The main difficulties associated with problem solving
stems from problem posing. Problems should be
well posed so that they are interesting. You as a
teacher will need to rephrase some problems and
pose them so that students’ curiosity are awakened.
A problem well posed is a problem half solved
 Cnt, d
b) Teaching for problem solving
This approach gives emphasis on the teaching of
mathematics concepts and skills needed to solve
problems. In this case, problem solving is an
instructional objective.
c) Teaching through problem solving
This approach gives emphasis to the
teaching/learning of new mathematical
concepts in the contexts of solving problems
 U3.3) Types of problems
a) Routine problems
 Those problems that demands the use of
knowledge acquired by a student in a narrow and
synthetic context. They include exercises in
textbooks or teacher-made exercises. Thy are
classified as follows:
o Recognition exercises: for the simple recall of
facts, definitions, statements of a theorem. In
same cases they do not have a specific answer.
E.g. find a polynomial of degree four with 3 terms.
o Algorithmic exercises: they include a systematic or
step by step procedure and they give problems to
develop thinking skills.
E.g. Calculate the following: 1  1  1 
4 2 3
 Cnt, d
b) Application problems: these are traditional word
problems, which involve the use of algorithms.
Application problems give problems to develop higher
order thinking skills.
c) Open-ended problems
This type of problems allows the individual to give more
than one correct answer. Open approach questions can be
categorized as follows:
• The process is open ( how do you get the sum of two
integers?), the end results are open , problem activity is
open (e.g. analyze the function
f ( x )  3 x 2  6 x  7 , then change the variables and
analyze the new function, continue this activity
indefinitely
 Cnt, d
d) Problem situations
It does not explicitly state what the problem is but
rather requires the solver to think about it and
pose the problem.
E.g. the performance in maths national examination
is poor
e) Discovery/guided discovery problems and
puzzles.
These are problems whose solutions are achieved
through a series of given cues such as
mathematics crossword puzzles.
 U3.4) Techniques of problem solving
These are techniques helping you to improve confidence and
persistence among students during problem solving
activities:
 Model positive attitudes for your students by sharing
satisfaction and sense of successful accomplishment of
solving problems; choose problems carefully paying special
attention to interest and level of difficulty, pose problems
that are not ambiguous, present a wide range of problems,
insist on students identifying the wanted, given, and
needed information. In addition, present problems often,
help students choose strategy, allow students plenty of
time to solve problems and demonstrate to students how
they can estimate and test their answers. Always discuss
alternative solution paths. The following are key techniques
 a) Reasoning and proof
Students should be helped to develop and
evaluate maths arguments and proofs and
also select and use various types of reasoning
and methods of proof
It is necessary to emphasize on demonstration
from the beginning (for example in equation
like:
x  ( 2  m) x  4  0
2
 b) Communication
It is important for students to consolidate their
mathematical thinking through communication.
They need to communicate their thoughts and
strategies to others.
Students need to use the language of maths
fluently to express their mathematical ideas
precisely(mathematics conversation), they need
to reflect upon and clarify their thinking about
maths ideas and relationships.
 c) Connection

• Students need to recognize and

use connections among
mathematical ideas, understand
how maths ideas interconnect
and build on one another to
produce a coherent whole
 d) Representation
Students need to create and use representations to
organize, record and communicate maths ideas.
They need to select, apply and translate maths
representations to solve problems.
They need to use representations to model and
interpret physical, social and maths phenomena
The use of maths tools is an important process
to facilitate learning outcomes. E.g the use of
calculators, mathematical tables, computers,…
 Sub-section 4: Group Work
Two things involved: Not using groups & using groups;
• Group work is not always appropriate. For instance;
when the purpose of the lesson is to develop fluency
in a skill and there is little to discuss, then individual
practice may be more suitable. However, a good
balance is important. Collaborative group work is
useful when the purpose of the lesson is to develop
conceptual understanding or strategies for solving
more challenging problems. In these cases, learners
need to share alternative views, interpretations or
approaches.
• There is a clear difference between working in a
group and working as a group (Swan, 2005).
• Therefore, teacher should make sure that learners in
groups work as a group. Don’t let learners alone in their groups
Section 7: Group Work and Cooperative Learning cont’
Advantages of Group Work
• For teacher
• Create a ‘low risk’ situation for learners
• Get more information about how learners are making sense of the
learning content.

• For learners
• develop their thinking and problem-solving skills
• explain contributions to others in a group;
• take turns in discussion while exploring a topic;
• apply their knowledge to practical situations;
• develop mathematical language skills:
• support and build on each other’s contributions
Section 7: Group Work and Cooperative Learning cont’
• Techniques that can be used for Effective Group Work

- 1. Think-Pair-Share
- 2. Talking Points
Example: Talking Points on Fractions

• Link talking points to learning outcomes

• Provide structure to group discussion

• Focus on “why” through follow-up

questions with whole group

 Sub-section 5: Motivating Learners

Ideally, students pursue learning not because they must,

but rather out of a desire to figure things out. We call
this intrinsic motivation. Therefore, we should not
introduce any topic for which we cannot convince
students of the importance to learn it. In many cases,
the student sees no reason to study the topic other than
obedience to the authority of the teacher. Many
students don’t like to study mathematics as they find it
difficult and not relevant to their daily life. To overcome
the stress associated with this view, students should be
motivated to undertake the proposed learning tasks.
Motivation is defined as an internal or external drive
that directs behaviour towards an end.
 Motivating learners cont’
Teacher can motivate learners by using:
- Warm ups;
- Appraisal words;
- Giving them the opportunity to ask questions so
that mathematics conversation takes place;
- Giving to learners questions to challenge them.
These challenges should be reasonable ones;
- Inclusive education classes;
- Etc…
 Sub-section 6: Procedural Fluency
Procedural fluency refers to knowledge of procedures,
knowledge of when and how to use them
appropriately, and skill in performing them flexibly,
accurately and efficiently.
Therefore, procedural fluency is more than memorizing
facts or procedures. For example, students need to be
fluent in applying different methods of solving
equations in solving problems.
Good mathematics teachers apply the procedural
fluency when for example in questions of assessment
in conclusion, he/she uses questions differ from what
used in developing the lesson, provided that those
questions can measure instructional objectives.
 Sub-section 7: Gender & Inclusive Education

In teaching, especially in CBC, teacher should try all

his/her best to address cross-cutting issues as a must
from CBC implementation principles.
In every lesson, there are some cross cutting issues
that are compulsory: gender is included and
learners with special needs should be always
catered for (i.e gender, learners with special needs,
etc are cross cutting issues to be considered in every
lesson). Technique: While forming groups, you have
to make sure that all boys and girls are participating
Section 11: Inclusive Education harmonisation cont’
• Inclusive education (IE) is all about
• treating all learners as individuals.
• making sure that all learners can learn

• NB:
Inclusive Education (IE) is much broader than
special needs education, which focuses on
learners with disabilities.
Section 11: Inclusive Education harmonisation cont’

• Equality and Equity

Differentiation is not
about treating every
learner equally. It is
about giving each
learner the support he
equality equity
or she needs to achieve
the learning outcomes. Summative Assessment FA & Teaching
(SA)
Gender Equity and Equality

71
Inclusive education Cont’d

72
Section 11: Inclusive Education harmonisation cont’
• Components of Inclusive Education (what is it?)

- Equal presence

- Equal participation Inclusiveness

- Equal achievement
IMPORTANT NOTES ON VERBS TO BE USED IN MATHEMATICS CLASS ACTIVITIES:

 Remember that, to do mathematics, is equated to

knowing mathematics and how to communicate using it.
The following is a list of Verbs that should dominate
activities in CB mathematics lessons:
explore, investigate, select, solve, justify, represent,
formulate, discover, construct, verify, explain, predict,
develop, describe, use, compare, classify, analyze,
sketch, create, explore, illustrate, research, measure,
determine, match, interpret, count, collect, etc …
These are action verbs, they require reaching out, they
require taking risks, they require placing ideas out
where others can see, they facilitate MCBC.
 When learners are engaged in activities suggested
by this above list, they cannot be passive
observers, they will definitely be actively thinking
about the mathematical ideas that are involved,
they get empowered to make sense of
mathematics, and they are therefore capable of
doing or knowing mathematics.

 NB: Some verbs like; listen, copy, memorize,

follow, understand, etc…, all these are passive
verbs for passive activities; they dominated
activities in traditional mathematics education,
and therefore are not allowed, in innovative
current class, in forming the activities for learners.
 Sub-section 8: Teaching models
A teaching model is a process reference used to
handle a lesson in class.
Currently, REB has 3PLM, i.e Three-parts lesson model
(the current three main sections of the lesson:
Introduction, Body, Conclusion).
RQBEHCD: Rwanda Quality Basic Education for Human Capital Developmen

It is possible to adapt other model approaches in

3PLM, provided that those ones are active and
innovative model approaches.
For instance, Mathematics and science can be taught
through 5E’s instructional model so that the CBC is well
implemented (RQBEHCD, 2019)
5E’s instructional model in 3PLM, see next page
Sub-section 8: Teaching models, Cont’D.

5E’s instructional model in 3PLM,

3PLM 5E’s Instructional Model

- Introduction - Excite/Engage
- Lesson - Explore
Development/ - Explain
Body - Elaborate
- Conclusion - Evaluate
 5E’s Model in Teaching and Learning Mathematics

Recall: Steps we went through in learning &

teaching
Respecting CBC implementation (REB,2015), 5E’s
model in 3PLM in practice, we have 7 sub-steps:
- Introduction,
in two sub-steps
- Development of the lesson,
in three sub-steps
- Conclusion,
in two sub-steps
Recall on teacher performance in class

While in class, the competent

teacher should consider:
• Content about the subject
teachers will teach,
• Specific teaching methods of
the lessons (Teacher’s guide)
• Technological and others
resources to use for learning
and teaching (platform,
simulations, videos, online
interactive resources)
That is TPACK teaching all about
5E’s as an instructional model
Learning by reflecting: 5 Steps/phases/stages in short
• Excite/Engage
– Engage the learners for the lesson and put out the key question
• Explore
– Learners explore the key question in small groups or individually
• Explain
– Learners present findings and understand the scientific explanation by teacher
• Elaborate
– Understanding is trained with new challenges, similar context in another way, just
maths teacher applying procedural fluency methods
• Evaluate
– The key lesson points recalling (many times what people call summary),
– and assessment questions that can be able to help or to measure the
achievement of the lesson objectives
 Excite/ Engage
• Using raising question methods for the
purpose of helping learners to select
good key question, which is nothing
else than the sharing objectives time
in IBL (Inquiry-based Learning)

• The teacher can use a real material/

story/context/ discrepant event that
engages and makes learners excited.
• Teacher can perform a demonstration.
• You can also think on any other
activity you can perform that can lead
to the formulation of a key question
 Excite/ Engage, Cont’D;
• In applying raising question methods, you have to
think on the age of learners, your audience
 Excite/Engage, Cont’D.
• Teacher and learner activities in this phase

 Even if we have two outcomes, the main result

of this phase is key question of the lesson that
shows that learners have discussed lesson
objectives and then are engaged in that lesson
 Learning by experiencing
Example discrepant event in probability lesson
• Math paradoxes in the concept of probability
– TV show ’The price of 100 000 dollar!’
– There is a price of 100 000 dollars in one of these
boxes. Which one do you choose?

A C B
 Learning by experiencing
Example discrepant event in probability lesson, Cont’D
How teacher behaves:

After you have choosen A, B or C, the

presentator/teacher, will lift up one of the other boxes
where the prices is not in. He/she askes the following
probing question: ‘If you want, you can change your
choice now!” What are you going to do? Change or
not?
Apperently, most of the learners will remain with their
first choice. They think that the odds are now 50-50, so
it will not make any difference. However this is not
correct. Their intuitive thinking does not follow the rules
of probability.
 Learning by experiencing
Example discrepant event in probability lesson, Cont’D
How teacher behaves, Cont’D:

An intuitive explanation is that, if the contestant

initially picks an empty box, the person will win the
prize by switching because the other empty box can
no longer be picked, whereas if the person initially
picks the prize (1 of 3 boxes), the person will not win
the prize by switching. The fact that the host
subsequently reveals an empty box in one of the
unchosen boxes changes nothing about the initial
probability. More info on:
https://en.wikipedia.org/wiki/Monty_Hall_problem
 Learning by experiencing cont’d
Example discrepant event
• Math paradoxes in the concepts of
zero and infinity
–Why can’t I divide by zero?
– https://www.youtube.com/watch?v=BRRolKTlF6Q
&frags=wn
– The video here can be used as a discrepant event
– Some maths puzzels? Or other?
 Explore Phase
• Teacher provide a well sequenced exercise that
finally leads to the lesson concept (normally, the last
step of the exercise may not be known, it contains
the lesson concept/new content, students will talk
on it in their way in 3rd phase and teacher clarifies in
the same 3rd phase that that points is the lesson
concept)
• New content can also be explored with the provided
materials to students mainly in groups by teacher
(students will do a well-chosen real experiment, can
play a video/ animation/diagram(s)/3D model which
once well analysed by students will read to the
understand of the new concept/new content).
• Often involves group works for practical work
• Teacher gives or clarifies only instructions, not work for
students, in short, in this phase teacher coaches the learners.
 Explore phase, Cont’D.

 Even if we have like three outcomes, the main results of this phase are two:

 reports on what was done during the performed practical work, or during
the time of solving explore exercise
 and extra question(s) of learners as they end their explore discussion by
finding an extra thing which shows really that they have reached on the
lesson concept/new content.
 This extra question(s) is answered by teacher in 3rd phase part two, when
he/she tries to clarify or to explain that concept using different ways.
Some Practical ways of exploring the key
question in mathematics lesson
1st Example in a certain maths lessons
 2nd Example in a certain Maths lesson Explore Phase

Tell learners to take a piece of paper and:

a) Cut it into two equal parts. How many parts of the
whole paper do we have? Write one part of the parts
you have in form of a number.
b) Cut each part obtained above into two equal parts.
How many parts of the whole paper have you
obtained? Write one part of all the parts you have in
form of a number.
c) Cut again each part obtained into two equal parts.
How many parts of the whole paper have you
 2nd Example in a certain Maths lesson Explore Phase, Cont’D.

d) What is the common characteristic of the numbers

you have obtained?
e) Suggest a name for these numbers
NB: The last step e) in the above instructions, is where
learners suggest the name of what they have reached
on unfamiliar to them, this falls into an extra question to
learners, which will be clarified by teacher during the 3rd
phase part two).

The above are like instructions that can be given to

learners so that they explore well the key question
 Explain Phase
• First, the teacher asks students to give their
explanations on their reports or on their findings
from explore activity.

• Second, the teacher clarifies on the extra

question(s) found by learners at the end of explore
activity. He/she uses scientific, mathematical or
technological explanations in a direct, explicit and
formal manner.

• Teacher connects the explanations to experiences,

it means he/she gives also examples so as students
understand well the extra questions found on the
last step of the explore activity.
Main ideas from explain phase by learners and teacher

• One group gives an explanation/ a presentation;

• Other groups listen and help the presenter to improve
• Also, three groups may present one after another;
• Teacher should pay attention by noting down weak points
from presentation. In his/her part in explain, he/she start
from harmonizing those weak points.
• Teacher should not stop any presenter, even if he/she is
presenting what he/she don’t want. Remember that he/she
is presenting the reports from his/her group work. If really
you have played well your role as a teacher in explore
phase by well clarifying instructions, it is not possible for
learners to present irrelevant things at a high rate.
 Explain by learners and teacher, Cont’D

 Even if we have two outcomes, the main result of this

phase is the answer to the extra question(s) from the last
step of the practical work in explore phase. It means,
After learners have presented in explain part one, and
teacher was noting down the weak points and then has
clarified well the concept, normally students will have
learnt. What is remaining, is to challenge them during
the next phase, which is elaborate phase.
1st Example of what to do by teacher in Explain
Phase for a certain lesson in mathematics

• A fraction is a part of a whole. A fraction is made

of two numbers and is denoted for example as
3
. The line separating numbers is called fraction
5
bar.
• The top number is called the numerator, and the
bottom number is called the denominator.
2nd Example of what to do by teacher in Explain
Phase for a certain lesson in mathematics

• If a whole is divided into two or more equal parts, and some

parts are removed, the removed parts form a fraction and the
remaining parts form also another fraction.
• For example, the circle below is divided into four equal parts.
1
One part is colored. We have of the whole is colored. The
4
remaining parts represent
3
of the whole.
4

• Fractions are obtained when a whole is divided into two or

more equal parts.
 Elaborate Phase
• Teacher gives learners a challenging question or an exercise given in a
procedural fluence way from how exercises have been given in previous
phases.
• Further experiences that extend or elaborate the concepts, processes or
skills. Means, learners apply, in real life or in another aspect different from
class, or in new situation the knowledge gained
Elaborate Phase example of what to be given to learners

• Which of the following is a fraction? Indicate the

numerator and the denominator
−5 8 127
• ; 3; 10; ; −19 and
7 5 1678
• A mother has a cake. She decides to share it
equally among her 5 children. What fraction does
each child get?
• You can find more examples in the following link:
https://phet.colorado.edu/sims/html/build-a-
fraction/latest/build-a-fraction_en.html
 Elaborate activities (T&L)

 Even if we have like two outcomes, the main result

of this phase is:
 the confidence of learners about the concept taught

If learners are able to find themselves in different

situation vis a vis the studied concept.
Example of how to go with Elaborate
activity in a certain math lesson
 Evaluate Phase
• As said above, the conclusion in
3PLM and evaluate in 5Es model
has got two main sub-steps.

• Evaluate phase activity is not

only about assessing what
learners have gained from the
lesson so that we can measure
the achievement of
objectives, but also it is about
what they have taken as exit
ticket(recalling
points/summary).
 Evaluate activities

 Even if we have like two outcomes, the main result

of this phase is:
 the conclusion about continuing with the next lesson in
unit planning/scheme or repeating the same lesson
Recall on 5E’s: the whole cycle review
Recall: Sub-Steps we went through while
teaching (Gagne's theory to maths)
The usual CBC lesson flow has got 3 main sections, or
3 main steps (in 3PLM) as adopted by REB(2015):
- Introduction,
in two sub-steps
- Development of the lesson,
in three sub-steps
- Conclusion,
in two sub-steps
Recall: aspects to use in each step of 5E’s
Excite/Engage Explain (after presentation)
– Discrepant events/short • Models and on-line
Demonstrations simulations
– Animation, Video, story, • Demonstration
simulation Elaborate
– Raising questions from Simulation
learners Practical work
– Demonstration
Evaluate
Explore • Key lesson points
– Practical work • Assessment
– Questioning
or reverse
– Using students' ideas
• Assessment
– Demonstration
• Key lesson points
(sometimes)
Practical work vs Demonstration

Practical work Demonstration

• All learners are involved in • The teacher performs the
hands on and minds on activity and learners observe
activities • It does not require many
• It requires many resources materials, as it is only teacher
and materials so that all who performs activities
learners have access to them • Provokes the curiosity of
learners ( Bitera amatsiko abiga )
 How studied aspects are related to stages or phases in 5Es model
• X: use this section in this phase as much as possible (imperative)
• a: possible to use this section in this phase (optional)
• Empty: Not possible to use this section in this phase (not allowed)
3. 3. Project Based Learning as Applied in
Teaching and Learning Mathematics
This section will be more discussed in a separate
session, as it requires the use of Computer material and
related skills.
We also note that, PBL (as Problem-Based Learning) is a
student-centered approach in which students learn about
a subject by working in groups to solve an open-ended
problem. That problem is what drives the motivation and
the learning.
In this section 3.3, we shall have to deal with different
methods in PBL such as Project-Based Learning with 3D
Technology/3D printing, Robotics, Coding: Programming
using Turtle and Scratch for PBL,…
 2nd TMMAT23 Assignment, for 2023 Ac. Year
In your respective groups
1. From your used lesson in 1st assignment,
formulate a short and a concise key
question.
2. From the same lesson, propose an explore
activity, well elaborated in its steps, from
the first up to the step which can create an
extra question to learners.
3. What do you think are role of PBL for
mathematics teacher and students .
NB: On 18/03/2024, there will be a presentations of
findings. It is the lecturer to chose, from every group, some
one to present