REVIEWER MATH(finals)

NATURALISTIC INFORMAL STRUCTURED( behaviorism and constructivism)

Constructivism- allow students to deepen their knowledge beyond rote memorization.

Constructivism is a theory that equates learning with creating meaning from experience

How does learning occur?

Constructivism is a theory that equates learning with creating meaning from experienc

How does transfer occurs?

The constructivist position assumes that transfer can be facilitated by involvement in authentic tasks
anchored in meaningful contexts.

How should instructions be structured?

The focus of instruction shifts from teaching to learning, from the passive transfer of facts and routines
to the active application of ideas to problems.

Behaviorism- focuses on observable and measurable behaviors, rather than mental process.

How does learning occur?

Behaviorism equates learning with changes in either the form or frequency of observable performance.

Transfer - application of learned knowledge in new ways or situations. In behavioral learning theories,
transfer is a result of generalization. Situations involving identical or similar features allow behaviors to
transfer across common elements.

How should instructions be structured?

Structured behaviorism involves creating clear learning objectives, providing systematic instruction, and
reinforcing desired mathematical behaviors.

RESEARCH BASED-STRATEGY

- Research-based learning strategies are methods and techniques that have

been evaluated using cognitive science, demonstrating their efficacy.

Interactive Direct Instruction- teacher directed teaching method.

The 6 Functions (or steps) of Direct Instruction

1. Introduction/review

2. Present the new material

3. Guided practice

4. Feedback and correctives

5. Independent practice

6. Evaluation/review

INSTRUCTIONAL AIDS

- Tools, materials, or resources used by educators to support and enhance

teaching and learning. In the context of teaching math, Instructional aids can
include visual aids, manipulatives, and technology-based resources.

TYPES OF INSTRUCTIONAL AIDS:

1. Visual Aids: Charts, graphs, diagrams, and illustrations help clarify complex
mathematical concepts and relationships.

2. Manipulatives: Tangible objects such as blocks.counting sticks, geometric

shapes, and measuring tools allow students to explore mathematical ideas
through hands-on manipulation.

3. Technology-Based Resources: Interactivewhiteboards, educational software,

onlinesimulations, and multimedia presentations provide dynamic ways to
present mathematical concepts and facilitate interactive learning experiences

MODULES- A self-contained instructional unit or segment of a course that

focuses on a specific topic or learning objective. In teaching math, modules can
be structured units of instruction designed to introduce, explore, and assess
mathematical concepts and skills.
COMPONENTS:

• Introduction: Shows an overview of the module's objectives, content,

expected learning outcomes. and

• Instructional Content: Presents the core concepts, principles, and procedures

related to the topic being taught.

• Practice Exercises and Activities: Includes hands-on activities, practice

problems, and interactive tasks designed to reinforce learning and develop
skills.

• Assessment: Includes formative and summative assessments to evaluate

student progress and understanding.

• Extension and Enrichment: Offers additional resources, challenges, or

opportunities for students to extend their learning beyond the basic
requirements of the module.

INSTRUCTIONAL GAMES

-Instructional games is a technique of instruction which can be used in the

classroom to bridge the gap between entertainment, the world of gaming, and
the educational world.

-Instructional games can combine educational skills with competition and the
receiving of points.

THE USE OF INSTRUCTIONAL GAME

• Powerful educational tools

• Strong motivating influence

• Good for integrating learning across the subjects

• Can contribute to the learning objectives related to competition, cooperation,

and teamwork.
• Make learning fun

• Provide different levels of complexity that match player's ability.

EXAMPLES OF INSTRUCTIONAL GAMES:

• Adventure and Role- Playing games

• Business games

• Board games

•Combat games

• Logic games and puzzles

• Word games

COMPUTER AIDED

• Computer-aided learning is a technology that represents an educational

environment in which the student learns a subject using a computer program.

• It refers to an applied general approach to the methods of education.

• It enables children to perform an active part in the process of education and

learning.

EXAMPLES OF COMPUTER-AIDED

1. Interactive Multimedia Lessons

2. Educational Games and Simulations

3. Online Learning Platforms

4. Computer-Based Assessments

Collaborative learning

Collaborative learning is an education approach in which students study in

groups to enhance their learning outcomes
- They come together to perform tasks, work on projects and understand new
concepts

- Helps students to defend their places, reframe ideas, understand other

person's points of view

- Aids in better understanding of a subject

STRATEGIES FOR COLLABORATIVE LEARNING

-Clarifying the group responsibilities +

-Conduct a test and post-test

-Allow group tasks to + reduce anxiety

-Make use of real- world problems

- Form diverse groups

- Make use of technology for better learning

PEER PRACTICE IS A STRATEGY IN TEACHING MATHEMATICS WHERE STUDENTS

WORK TOGETHER IN PAIRS OR SMALL GROUPS TO SOLVE PROBLEMS, EXPLAIN
CONCEPTS TO EACH OTHER, AND SOLIDIFY THEIR UNDERSTANDING.

Benefits for students:

+ Improved understanding

+ Development of communication skills

+ Identification of knowledge gaps

+ Increased engagement

What is CRITICAL THINKING in mathematics?

→This involves the ability to analyze and evaluate mathematical problems and
concepts. It requires logical reasoning, problem-solving skills, and the ability to
make connections between different concepts.
What is CREATIVE THINKING in mathematics?

→This involves the ability to generate new ideas and approaches in solving
mathmatical problems. It requires flexibility, originality, and inventiveness in
problem-solving.

Ways to foster these skills in intemediate grade students.

1. Problem Solving:
2. Reflective Thinking:
3. Questioning:

4. Logical Reasoning
5. Exploration and Experimentation:
6. Creative Representation:
7. Collaborative Learning:

PROBLEM SOLVING - Encourage students to solve complex problems that

require more than just a straightforward application of a formula.

LOGIC REASONING- • Teach students to use logical reasoning to make sense of

mathematical concepts.

REFLECTIVE THINKING - Encourage students to reflect on their thinking process

and strategies used to solve a problem.

QUESTIONING- Encourage students to ask questions that promote deeper

understanding of mathematical concepts.
Exploration and experimentation- Allow students to explore and experiment
with mathematical concepts.
CREATIVE REPRESENTATION - Encourage students to represent mathematical
concepts in creative ways.
COLLABORATIVE LEARNING - Promote collaborative learning where students
work together to solve problems or explore mathematical concepts.

COOPERATIVE LEARNING

- Cooperative learning is defined as “small groups of learners workingtogether

as a team to solve a problem , complete a task, or accomplish a common goal.” -
(Artz & Newman 1990).

- Cooperative learning is a successful teaching strategy in which small teams

with students of different levels of ability use a variety of learning activities to
improve their understanding of a subject.

Project-based learning is a methodological strategy of design and programming

that implements a set of tasks based on the resolution of questions or
problems, through a process of research or creation by students working
relatively autonomously and with a high level of involvement and cooperation,
culminating in a final product presented to others.

5 KEY POINTS OF PBL:

1. The student take center stage.

2. It is learning how to learn.

3. It is not the end, it is means.

4. Social skills

5. PBL is interdisciplinary and universal.

The problem-solving method of teaching is the learning method that allows

children to learn by doing.
-The 5E Model, developed in 1987 by the Biological Sciences Curriculum Study,
promotes collaborative, active learning in which students work together to
solve problems and investigate new concepts by asking questions, observing,
analyzing, and drawing conclusions.
-The 5E Model is based on the constructivist theory to learning, which suggests
that people construct knowledge and meaning from experiences. By
understanding and reflecting on activities, students are able to reconcile new
knowledge with previous ideas.

Activity based approach focuses on the use of sense organs and should be based
on doing some hands-on experiments and activities.
Using patterns in teaching mathematics in intermediate grade can be a powerful
way to enhance students understanding of mathematical concepts and develop
their critical thinking skills.

8 ways in which patterns can be effectively incorporated into teaching

mathematics for

intermediate grades;

1. Introductuon to Patterns: start by introducing the concept of patterns to

students and explaining why patterns are important in mathematics define
what patterns are and provide examples of patterns in everyday life nature and
mathematics you may also explain that patterns or sequences of objects
numbers or shapes that repeat in a predictable way.

2. Pattern Recognition: introduce different types of patterns such as numerical

patterns geometric patterns and pattern sequences

3. Pattern Extension: challenge them to extend patterns by predicting the next

terms or elements in a sequence

4. Pattern Creation: allow students to create their own patterns using numbers
shapes colors or other elements
5. Pattern Rules: help students understand the rules or algorithms that govern
different patterns

6. Pattern Puzzles: use pattern based puzzles and games to engage students in
problem solving activities

7. Real-world application: connect pattern concepts thrill roles narrows to show

students the relevance of patterns in everyday life

8. Pattern Relationships: explored relationships between different types of

patterns and how they can be interconnected

What is Investigative Approach?

- It is used when student are challenged to discover important mathematical or
scientific ideas, procedures,and principles through some kind inquiry, which can
be guided to open-ended in structure. In an Investigative Approach:
• A situation is set where learners have the opportunity to explore.
• Pupils can choose how they go about the task but they must explain what they
have done.