Teaching

Mathematics
ACTVITY
IDSCVOEYR
Clue: “newly acquired”

DISCOVER
Y
 QIUNRYI
Clue: “questioning / asking”

INQUIRY
 ODMNSTNARTIO
E
Clue: “copy and paste”

DEMONSTRATION
 RBAISONRMITN
G
Clue: “many ideas from others”

BRAINSTORMING
RPOLEMBVOLIG
NS
Clue: “think patiently and
analytically about complex
situations in order to find
answers to questions”
PROBLEM SOLVING
OBJECTIVES
At the end of the discussion, the
students should be able to:
a. analyze the nature, structure, and
content of the K to 12 mathematics
curriculum;
b. identify the learning strategies and
assessment techniques in teaching
mathematics; and
c. appreciate the importance of
selecting appropriate instructional
materials in teaching mathematics.
 CONTENTS

The Nature, Learning Selecting

Structure and Strategies and Appropriate
Content of K to 12 Assessment Instructional
Mathematics Techniques as Materials for
Curriculum Applied in Teaching
Mathematics Mathematics
 The Nature,
Structure and
Content of K to
12 Mathematics
Curriculum
The Conceptual Framework of Mathematics Education

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 Critical Thinking
and
Problem-Solving
as the Twin Goal of
Philippine Mathematics
Education
Critical Thinking, according to Scriven and Paul (1987) 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, or
communication, as a guide to belief and action.

Mathematical Problem Solving, according to Polya (1945 & 1962), is

finding a way around a difficulty, around an obstacle, and finding a solution
to a problem that is unknown.
 Numbers and Probability and
Number Sense Statistics
The Five Content
Areas in the
Patterns and
Measurement Curriculum
Algebra

Geometry
1. Numbers and Number Sense
Includes concept of numbers, properties, operations, estimation, and their
applications.
2. Measurement
Includes use of numbers and measures to describe, understand, and
compare mathematical and concrete objects.
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
Includes properties of two and three-dimensional figures and their
relationships, spatial visualizations, reasoning, and geometric modelling
and proofs.
4. Patterns
Studies patterns, relationships, and changes among shapes and
quantities.
Includes the use of algebraic notations and symbols, equations, and most
importantly, functions, to present and analyze relationships.
5. Statistics and Probability
Developing skills in collecting and organizing data using charts, tables,
and graphs; understanding, analyzing and interpreting data; dealing with
uncertainty; and making predictions about outcomes.
The Specific Skills and
Process to be Developed
 The Skills and Processes

Knowing and Understanding 1

2 Estimating, Computing and

Solving

Visualizing and Modelling 3

4
Representing and
Communicating
Conjecturing, Reasoning, 5
Proving and Decision-making
6 Applying and Connecting
The Values And Attitudes
To Be Honed
 Accuracy

Creativity

Objectivity

Perseverance

Productivity
The Mathematical Tools
to be Used
The Mathematical Tools

Manipulative Objects

Measuring Devices

Calculators and Computers

Smart Phones and Tablet PCs

Internet
 The Contexts of
Mathematical Education
Context is defined as a locale, situation, or set of conditions of Filipino
learners that may influence their study and use of mathematics to
develop critical thinking and problem solving skills.
 The Contexts

Beliefs Environment

Culture (ex.
Language
Traditions and
Practices)
Learner’s Prior Knowledge
 Supporting Learning
Principles and Theories
The Supporting Learning Principles and Theories

Experiential and Situated Learning

Reflective Learning

Constructivism

Cooperative Learning

Discovery and Inquiry-Based Learning

 Experiential and Situated Learning
Experiential Learning as advocate by David Kolb is learning that occurs

by making sense of direct everyday experiences.

Experiential Learning theory defines learning as “the process whereby

knowledge is created through the transformation of experience”.

Knowledge results from the combination of grasping and transforming

experience (Kolb, 1984).

Situated Learning, theorized by Lave and Wenger, is learning in the same

context in which concepts and theories are applied.

 Reflective Learning

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 of and
derive meaning from their experiences.
 Constructivism

Constructivism is the theory that argues that knowledge is constructed

when the learner is able to draw ideas from his/her own experiences and
connect them to new ideas.

Cooperative Learning

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 for students to learn by asking
relevant questions and discovering new ideas.
 Discovery and Inquiry-Based Learning

Discovery and Inquiry-Based Learning (Bruner, 1961) support the idea

that students learn when they make use of personal experiences to
discover facts, relationships, and concepts.
 Learning Strategies
and Assessment
Techniques as
Applied in
Mathematics

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Techniques and Strategies in
Teaching Mathematics
 DISCOVERY APPROACH
DISCOVERY APPROACH is an "International Learning”,
both the teacher and the learner play active roles in
discovery learning. The ultimate goal of this approach is
that learners learn how to learn rather than what to learn.
This approach refers to an “Inductive Method” of guiding
learners to discuss and use ideas already acquired as a
means of discovering new ideas.
 INQUIRY TEACHING
INQUIRY TEACHING provides learners with content-related
problems that serve as the foci for class research
activities. - The teacher provides/presents a problem then
the learners identify the problem.
 DEMONSTRATION APPROACH
DEMONSTRATION APPROACH provides learners with
content-related problems that serve as the foci for class
research activities.
- The teacher provides/presents a problem then the
learners identify the problem.
- Such problem provides the focus which lead to the
formulation of the hypothesis by the learners.
- Once the hypotheses have been formulated, the
learners’ task is to gather data to test hypotheses.
- The gathered data are being organized then data
analysis follows to arrive to conclusion/generalization.
- The teacher provides/presents a problem then the
learners identify the problem.
- Such problem provides the focus which lead to the
formulation of the hypothesis by the learners.
- Once the hypotheses have been formulated, the
learners’ task is to gather data to test hypotheses.
- The gathered data are being organized then data
analysis follows to arrive to conclusion/generalization.
 MATH-LAB APPROACH
• children in small groups work through an
assignment/task card, learn and discover mathematics
for themselves.
• The children work in an informal manner, move around,
discuss and choose their materials and method of
attacking a problem, assignment or task.
 PRACTICAL WORK APPROACH (PWA)
The learners in this approach, manipulate concrete
objects and/or perform activities to arrive at a conceptual
understanding of phenomena, situation, or concept. The
environment is a laboratory where the natural
events/phenomena can be subjects of mathematical or
scientific investigations. Activities can be done in the
garden, in the yard, in the field, in the school grounds, or
anywhere as long as the safety of the learners is assured.
 INDIVIDUALIZED INSTRUCTION USING MODULES
This permits the learners to progress by mastering
steps through the curriculum at his/her own rate and
independently of the progress of other pupils.
 BRAIN STORMING
Teacher elicits from the learners as many ideas as
possible but refrains from evaluating them until all
possible ideas have been generated. It is an excellent
strategy for stimulating creativity among learners.
 PROBLEM SOLVING
A learner-directed strategy in which learners “think
patiently and analytically about complex situations in
order to find answers to questions”.
 COOPERATIVE LEARNING
Eliminates competition among learners. It encourages
them to work together towards common goals. It fosters
positive intergroup attitudes in the classroom. It
encourages learners to work in small groups to learn.
 INTEGRATIVE TECHNIQUE
The Integrated Curriculum Mode (Integrative teaching to
some) is both a “method of teaching and a way of
organizing the instructional program so that many
subject areas and skills provided in the curriculum can be
linked to one another”.
Modes of Integration
 • Some topics/content in Sibika • Using Thematic Teaching:
• Content-Based: The
at Kultura and Heograpiya/ Some themes can center on
content of Science and Health
Kasaysayan/ Sibika were used as celebrations, current issues,
can be integrated in the
vehicle for the language skills learner’s interests/hobbies,
teaching of language skills in
development in Filipino.
Ten Creative Ways to Teach
Math
 Use dramatizations Use assessments to
measure children's
mathematics learning
Use children's
bodies
Use technology

Use children's play

Ten Creative Ways to
Use a variety of
Teach Math
strategies

Use children's toys

Use children's
problem-solving
abilities
Use children's
stories Use children's
natural creativity
Use dramatizations

Invite children pretend to be in a ball (sphere) or

box (rectangular prism), feeling the faces, edges,
and corners and to dramatize simple arithmetic
problems such as: Three frogs jumped in the pond,
then one more, how many are there in all?
Use children's
bodies

Suggest that children show how many feet,

mouths, and so on they have. Invite children to show
numbers with fingers, starting with the familiar, "How
old, are you?" to showing numbers you say, to
showing numbers in different ways (for example, five
as three on one hand and two on the other).
Use children's play

Engage children in block play that allows them to

do mathematics in numerous ways, including
sorting, creating symmetric designs and buildings,
making patterns, and so forth.
Use children's toys

Encourage children to use "scenes" and toys to

act out situations such as three cars on the road, or,
later in the year, two monkeys in the trees and two
on the ground.
 Use children's
stories

Share books with children that address

Mathematics but are also, good stories. Later, help
children see Mathematics in any book.
 Use children's
natural creativity

Children's ideas about mathematics should be

discussed with all children.
 Use children's
problem-solving
abilities

Ask children to describe how they would figure

out problems such as getting just enough scissors
for their table or how many snacks they would need
if a guest were joining the group. Encourage them to
use their own fingers or manipulatives or
whatever else might be handy for problem solving.
 Use a variety of
strategies

Bring mathematics everywhere you go in your

classroom, from counting children at morning
meeting to setting the table, to asking children to
clean up a given number or shape of items. Also,
use a research-based curriculum to incorporate a
sequenced series of learning activities into your
program.
 Use technology

Try digital cameras to record children's

mathematical work, in their play and in planned
activities, and then use the photographs to aid
discussions and reflections with children, curriculum
planning, and communication with parents. Use
computers wisely to mathematize situations and
provide individualized instruction.
 Use assessments to
measure children's
mathematics learning

Use observations, discussions with children, and

small-group activities to learn about children’s
mathematical thinking and to make informed
decisions about what each child might be able to
learn from future experiences.
Assessment Methods for
Mathematics
The foundation of authentic assessment in
mathematics is to evaluate a student's ability to
apply what they have learned to real-world
situations. It involves analyzing a student's
analytical skills, integrating what they have learned
with creativity, and assessing collaborative
efforts in group projects. The authentic assessment
math test is an improved test that focuses on
demonstrating skills and concepts learned, rather
 A

C E Multiple-choice
Short Portfolios Questions
investigations

Performance Open-response
assessment questions Self-
assessment
D F

B
A
Performance assessment

• Students can demonstrate what they have learned and

solve problems through a collaborative effort in solving
a complex problem together.

• Brainstorm and utilize their separate grains of

knowledge to benefit the whole.
B

Short investigations
• Starts with a basic math problem (or can be adapted to any other
school subject) in which the student can demonstrate how he or she
has mastered the basic concepts and skills.

• As the teacher, ask the students to interpret, calculate, explain,

describe or predict whatever it is they are analyzing.

• Generally 60-to-90 minute tasks for an individual (or group projects)

on which to work independently, writing answers to questions and
then interviewed separately.
 Open-response questions
C
• A teacher can assess the student’s real-world understanding and how
the analytical processes relate by, in a quiz setting, requesting open
responses, like:
 a brief written or oral answer
 a mathematical solution
 a drawing
 a diagram, chart or graph

• Can be approximately 15-minute assessments and can be converted

into a larger-scale project.
D
Portfolios
Documented learning concepts of the students throughout the school
year and will reveal progress and improvements as well as allow for self-
assessment, edits and revisions.

Ways to record Portfolios:

 Journal writing
 Review by peers
 Artwork and diagrams
 Group reports
 Student notes and outlines
 Self-assessment
E • Asking the students to evaluate their own projects and participation after
the teacher has clearly explained and provided the expectations prior to
the project and once the projects are complete.

• Responding to the following questions will help students learn to assess

themselves and their work objectively:
o What was the most difficult part of this project for you?
o What do you think you should do next?
o If you could do this task again, would you do anything differently? If yes,
what?
o What did you learn from this project?
 Multiple-choice Questions
F
Usually, do not reflect an authentic assessment math context.

• There are multiple-choice questions being developed that reveal an

understanding of the mathematical ideas required as well as integrating
more than one concept.

• These questions are designed to take about 2 or 3 minutes each.

 Traits developed through authentic assessment math tests

This situational type of learning in which students are learning lessons on how to solve real-
life problems can be utilized in mathematics.
These ideas are presented as follows:

Causing students to interact in such

activities that include gathering data,
Allowing the students to work
exploration, investigation, interpretation,
reasoning, modeling, designing, analyzing, individually or in smaller
formation of hypotheses, use of trial and
groups.
error, generalization and solution-checking.

Thinking and Settings

reasoning
 Traits developed through authentic assessment math tests

Students learn persistence, self-regulating

The students learn to use symbols,
tables, graphs, drawings, calculators behaviors and reflection, participation
and computers. and a special enthusiasm for learning
various kinds of situations.

Mathematical tools Attitudes and dispositions

 Selecting
Appropriate
Instructional
Materials for
Teaching
Mathematics
 Top 10 Most Popular Math Teaching Aids for Kid
1. MAB – place value cards and physical items such as matchsticks, buttons, ping pong balls, corks
- MAB wooden prisms, columns and blocks are used to support children's ability to work with
hypothetical numbers and practice borrowing and paying back.
2. Online and Worksheet resources for primary aged students
-Printable sheets are a convenient way to start lessons, especially for maths, from the TES
website.
3. Food such as pizza, cake, pie etc.
- Fractions are easier to understand when presented with a favourite food, which reinforces
measurement, counting, and fractions.
4. Clock dials, stop watches and sand timers
-Telling time with analogue clocks is essential for problem solving and life.
5. Protractors, set squares and compasses
-This type of mathematical aid may seem a little specific, but it is another essential skill that leads on to
more advanced mathematical concepts and problem.
 Top 10 Most Popular Math Teaching Aids for Kid
6. 2D and 3D shapes – tangrams, pattern blocks and attribute blocks
-Shape blocks help students identify shapes, solve area puzzles, create patterns, and learn
symmetry.
7. Pretend money – notes and coins
-Money is an important real-world application skill in mathematics, which can be taught through
visual reminders of the real thing.
8. Dice, cards and counters and spinners
-Interactive math aids can help children learn about probability, chance, number patterns and
statistics.
9. Trundle wheel, and meter ruler
-Mathematical aids encourage physical exploration of measurement problems, ensuring accuracy
and precision.

10. Beakers, funnels, cylinders, scales and weights

-Visual representations help students understand mass, weight, and volume.
IN MATHEMATICS
 Grid Board 2016

2018 Modified
GeoBoard
Fraction Slider 2019

20XX Number Slide

Algebra Tiles 20XX

 Grid Board
- Grid tiles mounted on plywood provides the platform into
which moveable bracket bases can be attached. The system
provides the flexibility to use and reuse the same harness board
and components for multiple assemblies

Pedagogical Uses

• Perimeter of Plane Figures

• Area of Plane Figures

• Coordinate System

• Graphing Functions
Modified GeoBoard
- A geoboard is a mathematical manipulative used to explore basic concepts
in plane geometry such as perimeter, area and the characteristics of
triangles and other polygons. It consists of a physical board with a certain
number of nails half driven in, around which are wrapped geo bands that are
made of rubber. Normal rubber bands can also be used. Geoboards were
invented and popularized in the 1950s by Egyptian mathematician Caleb
Gattegno (1911-1988)

Pedagogical Uses

• Transformations • Similarity

• Coordination • Counting

• Right Angles • Pattern

• Classification • Scaling
Fraction Slider

-Fraction Slider is a jQuery plugin that allows you to animate

multiple elements in unlimited sliders. Fraction Slider is
HTML5 multi-layer and parallax slideshow.

Pedagogical Uses

• Addition of Fractions

• Subtraction of Fractions
Number Slide
- A number slide is simple to make and ideal for learning to
multiply and divide by ten and its powers. It is especially useful
for illustrating that multiplication and division by powers of 10 do
not move the decimal point.

Pedagogical Uses

• Addition of Integers

• Subtraction of Integers
Algebra Tiles
- Algebra Tiles are a set of square and rectangular-shaped tiles
used to represent integers (or constants) and variables. They
are a visual, area-based model in which the shape of each tile
is related to the unit square.
Pedagogical Uses
• Addition and Subtraction of Integers
• Modeling Linear Expressions
• Solving Linear Equations
• Simplifyings Polynomials
• Solving Equations for Unknown Variable
• Multiplication and Division of Polynomials