GRACE MISSION COLLEGE

Catiningan, Socorro, Oriental Mindoro

PRINCIPLES AND
STRATEGIES IN TEACHING
MATHEMATICS

First Semester 2021- 2022

Chapter 1: The Teaching of Mathematics

 GRACE MISSION COLLEGE
Catiningan, Socorro, Oriental Mindoro

1. Describe the nature of Mathematics

Objectives: 2. Explain the goals of Mathematics

Lesson 1: The Nature and Goals of Mathematics

Gear Up

Study the pictures below. What do they suggest about how students perceive Mathematics as a subject?

A number of students are sacred of Mathematics. Many struggles in their Mathematics subjects for one reason
or another. Your mission as a Mathematics teacher is to reduce, if not eliminate, the fear or the negative attitude towards
Mathematics. How should it be taught so that it becomes a palatable menu and that students begin to like it and in effect
fall in love with it.

Analyze and Explore

THE NATURE OF MATHEMATICS

Let us first see the nature of Mathematics before we go into the goals of Mathematics teaching.

• Mathematics is the science of pattern and relationships. Mathematics reveals hidden patterns that help us
understand the world around us. Bertrand Russell (1872-1970) claimed it to be “the mother of all sciences. Without it,
our lives would be incomprehensively pathetic.” Someone likewise said: “A mathematician, like a painter or poet, is a
maker of patterns. If his patterns are more permanent than theirs, it is because they are made with ideas.

• Mathematics is a way of thinking. It relies on logic and creativity and it is pursued for a variety of practical purposes
and for its intrinsic interest.

• Mathematics is an art. Numerous patterns can be found in numbers and in geometric figures. Someone said:
“Mathematics, rightly viewed, possesses not only truth, but supreme beauty – a beauty cold and austere, like that of
sculpture, without appeal to any part of our weaker nature, without the gorgeous trappings of painting or music, yet
sublimely pure, and capable of a stem perfection such as only the greatest art can show.”

• Mathematics is a language. It has a language of its own. It is such a useful language and tool that it is considered
one of the basics in our formal educational system.
• Mathematics is a discipline. You are familiar with lots of academic disciplines such as archaeology, biology,
chemistry economics, history, psychology, sociology; and Mathematics is a broad and deep discipline that is continuing
to grow in breadth and depth.

THE GOALS OF MATHEMATICS

Mathematics is one subject that pervades life at any age and in any circumstance. Thus, its value goes beyond
the classroom and the school. Mathematics as a school subject, therefore, must be learned comprehensively and with
much depth.

Based on the K to 12 Curriculum Guide for Mathematics, the two main goals of Mathematics are critical
thinking and problem solving. When is your thinking called critical thinking?

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. On the other hand,
according to Polya (1945 & 1962), mathematical problem solving is finding a way around a difficulty, around an
obstacle, and finding a solution to a problem that is unknown. To have a better understanding, study the conceptual
framework of Mathematics Education in the K to 12 Curriculum.

THE CONCEPTUAL FRAMEWORK OF MATHEMATICS EDUCATION

LEARNING AREA STANDARD

The two goals of teaching Mathematics are expressed in the learning area standards: The learner
demonstrates understanding and appreciation of key concepts and principles of mathematics as applied - using
appropriate technology - in problem solving, critical thinking, communicating, reasoning, making connections,
representations, and decisions in real life.

Keep Those Nerves Working

I. Fill Me Up Buttercup
Directions: Complete the following statements.

Mathematics is a many-splendored thing. It is a science of patterns and _______(1)______, a way of logical and
_______(2)______, thinking, an art, a useful _______(3)______, and a multidisciplinary discipline.

The two goals of teaching Mathematics are expressed in the learning area standards: The learner demonstrates
_______(4)______, and appreciation of key concepts and principles of mathematics as applied - using appropriate
technology - in problem solving, critical thinking, _______(5)______, reasoning, making connections, representations,
and decisions in real life.
 The content areas in the K to 12 Mathematics Curriculum are Number and _______(6)______, Measurement,
Geometry, _______(7)______, and Probability and Statistics.

The specific skills and processes to be developed are: _______(8)______; estimating, computing and solving;
_______(9)___________; representing and communicating; conjecturing, reasoning, proving and decision-making; and
_______(10)__________.

The values and attitudes to be honed as well are accuracy, creativity, _______(11)______, perseverance and
_______(12)______.

We recognize that the use of appropriate tools is necessary in teaching mathematics. These include: manipulative
objects, _______(13)______, calculators and computers, _______(14)______, and _______(15)______,

II. Time to Hustle

Directions: Answer the following questions and write your answer in a yellow sheet of paper.

1. Mathematics is beautiful but how come it is an unpopular subject? Why many students are allergic to it?

2. According to the Mathematics conceptual framework of the K to 12 Curriculum Guide, what are the big goals of
Mathematics? Explain each.

3. As a future mentor and facilitator, how can you contribute to the teaching of Mathematics effectively and meaningfully?
 GRACE MISSION COLLEGE
Catiningan, Socorro, Oriental Mindoro

1. Enumerate the learning principles and educational theories on which the teaching of
Objectives: Mathematics is anchored.
2. Identify and apply the guiding principles in the teaching of Mathematics

Lesson 2: Guiding Principles and Theories in the Teaching of Mathematics

Gear Up

What are your personal principles of teaching?

The most important principles of teaching are to be passionate about it and help students to acquire the
knowledge. It should be all about developing curiosity, knowledge, and a genuine love for learning in the students.

Analyze and Explore

Learning Principles Theories on which Math Teaching is Grounded

1. Experiential Learning as advocated by David Kolb (1975) is learning that occurs by making sense of direct
everyday experiences. According to Kolb, concrete experience provides the information that serves as a basis for
reflection. From these reflections, we assimilate the information and form abstract concepts. We then use these
concepts to develop new theories about the world, which we then actively test. Through the testing of our ideas, we
once again gather information through experience, cycling back to the beginning of the process.
Example:
• Ask students to record the time it takes to travel home from school in minutes for one week.
• Tabulate results
• Ask students to make interpretation
• Use Google maps and estimate the kilometers from your house to where your father is working.
• Ask for the total amount spent when commuting.

2. Situated Learning theorized by Lave and Wenger (1990), is a learning in the same context in which concepts and
theories are applied. Workshops, kitchens, gardens and farms are used as classrooms. Research has shown that
real-life applied activities and problem-solving activities establish a contextual setting for many lessons, providing
motivation and encouraging curiosity (Hiebert and Carpenter, 1972).
Example:
• If you call someone using cellular phone for 10 minutes, what is the estimated number o words you can use?
• If you need to tell your friend an important message with 50 words, how much time will require you to tell him
/ her?
• If the time of the teleserye is doubled, can you predict the number of words can be mentioned?
Note: Examples of experiential learning can also be used in situated learning and vice versa.

3. Reflective Learning refers to the learning that is facilitated by reflective thinking. It is not enough that learners
encounter real – lie situations. Deeper learning occurs when learners are able to think about their experiences and
process these, allowing them the opportunity to make sense and derive meaning from their experiences.
Examples:
• Given your data, make recommendations on money spent on food, menu for the week and etc.
• Tips for saving money

4. Discovery Learning takes place in problem solving situations where the learners draw on his/her own experience
and prior knowledge to solve a problem. As a method of instruction, teacher makes students interact with one another,
with instructional materials or with their environment by exploring and manipulating objects, wrestling with questions
and controversies or performing experiments.
Examples:
• Students will ask their parents at home the different tools they use to measure length of objects.
• The students will bring this material and demonstrate to their classmates how the tools are used.
• Self-study on the procedure to convert °C to °F.

5. Inquiry-Based Learning is a learning process that engages students by making real-world connections through
exploration and high-level questioning. It is a form of active learning that starts by posing questions, problems or
scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their own
knowledge about the subject.

Note: Examples of discovery learning can also be used in inquiry learning and vice versa.

6. Cooperative Learning sometimes called small-group learning, is an instructional strategy in which small groups
of students work together on a common task. The task can be as simple as solving a multi-step math problem
together, or as complex as developing a design for a new kind of school. In some cases, each group member is
individually accountable for part of the task; in other cases, group members work together without formal role
assignments.
Examples:
• Students form three groups and are assigned to measure the floor area of the classroom. One group will
only use a one-inch paper clip. • One group will use an 8 inches pencil. • One group will use 15 inches long.
• Form a group and each one will be assigned to a place to take the air temperature for 7 days. Compare the
temperature for each person. • Why is there variation in the temperature everyday?

7. Constructivism is the theory that argues that knowledge is constructed when the learner is able to draw ideas
from his own experiences and connects them to new ideas that are encountered.
Examples:
• Students will identify a problem in their community in the following areas: ▫ Waste management ▫
Overcrowding ▫ Increased air temperature
• Collect data to serve as evidence to these problems by: ▫ Measure the weight of garbage produced by each
household each day for 4 weeks ▫ Count the number of people living in each household and the floor area
of their house. Report the ratio. ▫ Get the temperature each day and tabulate it.
• Measure the temperature for the months of April and May.
• Go to the boutique and ask some sales person which types of clothes are usually bought and the quantity.
• Tabulate the number of purchases for each type of clothes for each day and the temperature

PRINCIPLES OF LEARNING MATH

• Learning the “basics” is important.

• Learning with understanding also helps students become autonomous learners.

• When challenged with appropriately chosen tasks, students can become confident in their ability to tackle difficult
problems, eager to figure things out in their own, flexible in exploring mathematical ideas, and willing to persevere when
tasks are challenging.
PRINCIPLES OF TEACHING MATH
1. Balance Principle
The teaching of math should be a balance of conceptual and procedural approach. Marzano (2003) states
that it is ineffective to emphasize a high degree of procedural proficiency without developing conceptual knowledge. It
is necessary to provide focused instruction that moves the student from the concrete to the abstract and then to the
application of the concept. Focusing on only the conceptual knowledge is not enough to help students achieve in the
classroom and in real-world situations.

Procedural Approach Conceptual Approach

•It is the traditional teacher-led, direct instruction that It focuses on teaching math by concepts which are the big
depends heavily on memorization of rules or procedures ideas or the "why's" related to solving math problems.
for solving problems. •Conceptual-based instruction seeks to provide the
•Procedural-based instruction provides mathematics reasons why the algorithms and formulas work.
facts, algorithms, and formulas that can be used to solve •, The emphasis is on the students learning important
mathematical problems concepts of mathematical connections, relationships,
•It emphasizes direct-instruction, memorization, drill, and and applications.
practice, •It focuses on student discovery, use of manipulatives,
problem-solving, and use of technology as teaching
methodologies.

Mathematics teaching should pay attention to the mastery of foundation concepts with balance of computational
and procedural skills, conceptual comprehension and problem-solving practice.

Frei (2008) cites some features of the balanced approach in Math teaching.

2. Three-tier Principle (J. Bruner) – Teach mathematics beginning with the enactive level proceeding to the iconic level
and finally to the symbolic level.

Symbolic
Iconic Level
Enactive Level
Level

A. This enactive level (action-based) involves encoding action-based information and storing it in our memory.
Sometimes called the concrete stage, this first stage involves a tangible hands-on method of learning. Bruner believed
that "learning begins with an action - touching, feeling, and manipulating" (Brahier, 2009, p. 52). In mathematics
education, manipulative are the concrete objects with which the actions are performed. Common examples of
manipulative used in this stage in math education are algebra tiles, paper, coins, etc. – anything.

B. In the iconic level (image-based), information is stored visually in the form of images. This may explain why, when
we are learning new subject. It is often helpful to have diagrams or illustrations to accompany verbal information. iconic
(image-based) Sometimes called the pictorial stage, this second stage involves images or other visuals to represent the
concrete situation enacted in the first stage. One way of doing this is to simply draw images of the objects on paper or
to picture them in one's head. Other ways could be through the use of shapes, diagrams, and graphs.

C. In the symbolic level (language-based), information is stored in the form of a code or symbol, such as words,
mathematical formula or other symbol systems. Sometimes called the abstract stage, the last stage takes the images
from the second stage and represents them using words and symbols. The use of words and symbols "allows a student
to organize information in the mind by relating concepts together" (Brahier, 2009, p. 53)

If you teach the concept of fraction, do not begin with the definition. Get a cake or
any other available material, ask the students to divide it into two, show that one part is
called one half and the other is another one – half. Draw that cake on the board or a
picture of a cake, label one-part ½ and the other also 1/2. Then tell them ½ is a fraction
in relation to the whole. Finally, you ask them about their understanding about fraction.
3. For effective Mathematics Teaching employ the theories and learning principles. Exploration of Mathematics
concepts through manual manipulation of mathematical concepts is vital to understanding and mastery.

Keep Those Nerves Working

I. Who Am I?
Directions: Read each item carefully and identify the following.
1. I occur by making sense of direct or concrete experience. Who am I?
2. I am sometimes called small-group learning. I am also considered instructional strategy in which small groups of
students work together on a common task. Who am I?
3. I took place deeply when learners are able to think about their experiences and process these, allowing them the
opportunity to make sense and derive meaning from their experiences. Who am I?
4. I am constructed when the learner is able to draw ideas from his own experiences and connects them to new ideas
that are encountered. Who am I?
5. I am usually used in problem solving situations where the learners draw on his/her own experience and prior
knowledge to solve a problem. Who am I?
6. I am a form of active learning that starts by posing questions, problems or scenarios. Who am I?
7. I am a form of learning in the same context in which concepts and theories are applied. Workshops, kitchens, gardens
and farms are used as classrooms. Who am I?
8. It highly emphasizes direct-instruction, memorization, drill, and practice. I provide mathematics facts, algorithms, and
formulas that can be used to solve mathematical problems. Who am I?
9. I focuses on teaching math by concepts which are the big ideas or the "why's" related to solving math problems. I like
learners to discover, use of manipulatives, solve problems, and use technology as teaching methodologies. Who am I?
10. I am a principle that involves enable, iconic and symbolic level. Who am I?

II. Let’s Get to Work!

Directions: Think of a lesson in Mathematics. Write a step-by-step process on how are you going to teach the lesson
effectively 1. by applying / using
1. Procedural Approach
2. Conceptual Approach
3. The 3 levels in the Three-tier Principle

Note: Use same lesson in no. 1 and 2. Use a different lesson in no. 3.

Stay safe! Thank you and God bless!