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The Teaching of Mathematics in The Intermediate Grades

This document discusses the foundations of mathematics teaching and learning. It outlines objectives related to identifying the nature of mathematics, goals of mathematics education, and theories of learning. It then discusses mathematics as a way of making sense of the world and communicating. The goal of mathematics education in the Philippines is developing critical thinking. The document also contains activities and discussions on the nature of mathematics, including that it involves patterns, relationships, and is a way of thinking. Teachers should emphasize these aspects of mathematics in their teaching.

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Alleah Jayzel Garcia
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295 views28 pages

The Teaching of Mathematics in The Intermediate Grades

This document discusses the foundations of mathematics teaching and learning. It outlines objectives related to identifying the nature of mathematics, goals of mathematics education, and theories of learning. It then discusses mathematics as a way of making sense of the world and communicating. The goal of mathematics education in the Philippines is developing critical thinking. The document also contains activities and discussions on the nature of mathematics, including that it involves patterns, relationships, and is a way of thinking. Teachers should emphasize these aspects of mathematics in their teaching.

Uploaded by

Alleah Jayzel Garcia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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THE TEACHING

OF MATHEMATICS
IN THE
INTERMEDIATE
GRADES
Identify the foundations of Mathematics Teaching
and Learning
discuss the nature of mathematics and its
importance;
ƒstate the goals of mathematics education;

compare and contrast behaviorism and


OBJECTIVES cognitivism;
ƒreflect on the theory of constructivism and its
implications to mathematics
teaching and learning; and,

ƒreflect, clarify and enrich your philosophy of


mathematics teaching.
FOUNDATIONS OF
MATHEMATICS
TEACHING AND
LEARNING
MATHEMATICS AS A WAY OF MAKING SENSE
OF THE WORLD

More than just a set of


isolated facts and concepts, Doing mathematics requires
mathematics provides us logical thought and trains
with “ways of knowing,” students to think critically
thinking, and understanding and creatively.
(Bernardo, 1998).
MATHEMATICS


MATHEMATICS AS A MEANS OF
COMMUNICATION


MATHEMATICS FRAMEWORK
FOR
PHILIPPINE BASIC EDUCATION
Mathematical
Empowerment:
Critical and
Analytical
Thinking as the
Goal of
Philippine
Mathematics
Education
Its goal is to develop a
mathematically empowered
citizenry.
THE GOAL OF
MATHEMATICS
EDUCATION For Filipino students, the goal of
Mathematical Empowerment
focuses on developing critical
and analytical thinking skills
among all Filipino students.
VISION OF
MATHEMATICS


SOME VIEWS ABOUT THE
NATURE OF MATHEMATICS AND
MATHEMATICS TEACHING AND LEARNING
ACTIVITY 1.1
STATEMENTS

1.

2.

3.
4.
5.
STATEMENTS

6. Mathematics is boring and nothing you can do will make it interesting.

7. Mathematics never changes.

8. Only very intelligent people can understand mathematics. Others cannot do

it at all.

9. Males are better in mathematics than females.

10. The harder mathematics is, the better it is – if it is too easy, it cannot be

really mathematics.
STATEMENTS

11. Mathematics requires the memorization of a lot of rules and formulas


12. There is no room for opinions in mathematics. Everything is right or wrong,
true or false.
13. Mathematics is made up of a number of unrelated topics.
14. If you are good in language, you are not good in mathematics.
15. You have to be really good in math to appreciate it.
DID YOU AGREE TO ALL OR MOST OF THE
QUESTIONS? SET ASIDE YOUR RESPONSES TO
THIS QUESTIONNAIRE IS FOR LATER USE. YOUR
RESPONSES MAY REVEAL YOUR VIEWS ABOUT
THE NATURE OF MATHEMATICS!
THE NATURE OF
MATHEMATICS AND
ITS IMPLICATIONS
Materials: cans of different sizes, string, ruler.

Steps:

1. Wrap the string around the can to measure the


circumference of its base.
ACTIVITY 1.2
WHAT’S IN A Note that the base of the can is a circle.
CIRCLE?
2. Measure the diameter of the can’s base using a ruler.

3. Divide the circumference by the diameter.

4. Repeat steps 1-3 using the other cans. Fill the table
below
Can Circumference (C) Diameter (D) C/D
A
B
C
D

1. What did you observe?


2. Do you see any pattern?
3. If you do, can you state the relationship
between the circumference and diameter of a circle?
1. Did the activity ask you to recall a
formula and ask you to substitute
appropriate values in the formula?

2. Did the activity allow you to observe


patterns and find out for yourself the
QUESTIONS relationship between the circumference
and diameter of a circle?

3. From this activity, what does it mean


to do mathematics?

REA D THIS!
NCTM (1989) DEFINES THE
NATURE OF MATHEMATICS AS
FOLLOWS:
MATHEMATICS IS A STUDY OF
PATTERNS AND RELATIONSHIPS.


MATHEMATICS IS A WAY
OF THINKING.


MATHEMATICS IS
AN ART.
MATHEMATICS IS A LANGUAGE.


MATHEMATICS IS A TOOL


LETS UNDERSTAND THIS

2. Consider your responses to


Activity 1. All statements in the
1. Based on the discussions on questionnaire are myths,
the nature of mathematics, what meaning they are not held as
should you emphasize in accurate by most mathematics
teaching mathematics? Why? educators worldwide. Did you
agree to any of the statements?
Justify your answer.

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