MATH 2 Teaching Mathematics in the Elementary Grades 1

MATH 2

Ms. Dana Kaye F. Fabiala

Subject Instructor

Romblon State University

College of Education
 MATH 2 Teaching Mathematics in the Elementary Grades 2

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Personal Information

Name: _____________________________________________________________________

Year/Block: __________Current Address: ______________________________________

Cellphone No. ______________________________________________________________

 MATH 2 Teaching Mathematics in the Elementary Grades 3

About the Module:

 Tasks and activities were prepared based on the competencies required, so you
should accomplish them with earnestness. Similarly, they were intentionally done
to elicit critical and reflective thinking, thus, extra effort is encouraged.
 You don’t need to use extra paper for your answers. Pages for activities/tasks are
already provided.
 Rubrics for your written outputs are included. Please be guided accordingly.

About the Contact Groups:

 Join our Google Classroom Group. This will be our site for downloading and
uploading modules.
 Messenger Group will be our communication site for announcements and
inquiries about the subjects. Only academic discussions are allowed.

About Submission:

 Online submission is strongly encouraged in this subject. Submit your activities

and exercises in the Google classroom.
 You are expected to finish one module in one week. One-point deduction per
day will be applied beyond the due date.
 Perhaps some of you prefer to submit in hard copy, please see to it that I am
aware of your submission and DO NOT FORGET TO PUT YOUR NAME, BLOCK AND
MY NAME ON IT.
 This module is intended for YOUR use only.
 Failure to follow any of the guidelines above will constitute deductions from your
grade.

 Academic dishonesty is highly discouraged. You may be tempted to do things

instantly by resorting to inappropriate methods but always remember that an
honest person is best tested when no one is watching.
 This subject teaches you to become a good and responsible student especially
in this time and we expect that you will do everything to fulfill that goal. Hence,
in this trying time, your resourcefulness and coping mechanisms are so
anticipated.
 MATH 2 Teaching Mathematics in the Elementary Grades 4

 Always remember that you don’t have the monopoly of the burdens during this
pandemic. Always look at the other side and you will see us there waving at your
submitted outputs and preparing for the most challenging part-checking and
assessing.
 Refrain from posting your sentiments and complaints about the module online.
There are things that are not for public consumption.
 Only our official GC will serve as a platform for any discussions about the subject.
Again, only ACADEMIC DISCUSSIONS are allowed

Outputs will be assessed based on the following criteria:

CRITERIA
The reflection demonstrates ability of the
student to question their own biases,
Content (Depth of Knowledge/Substance) stereotypes, preconceptions, and/or
(50%) assumptions and define new modes of thinking
as a result. Depth of understanding is evident.
Coherence/Clarity (40%) The thought is clearly expressed and good use
of language is evident. The reader can create
a mental picture of the situation being
described. Abstract concepts are explained
accurately. Explanation of concepts makes
sense to an uninformed reader.
Conventions (10%) Observes correct grammar (formal),
punctuation, capitalization, spelling,
paragraphing, and usage.

Your final grade will be based on the following computation:

MODULE 1 x 25
MODULE 2 x 25
MODULE 3 x 25 100%
MODULE 4 x 25
NOTE:

Each module contains several tasks/activities. These tasks/activities will be

averaged and multiplied to 25 to obtain the expected grade.
 MATH 2 Teaching Mathematics in the Elementary Grades 5

Module 1 of 4

Introduction
This module deals with the issues faced by Filipino teachers in Mathematics
Instruction. You will also study the guiding principles which guided the curriculum
writers in the framework’s creation.

As you take your journey on this lesson, you are expected to:

Learning Outcome:
Using SWOT Analysis, analyze the present situation in teaching
Mathematics in the public elementary schools.
Learning Objective:
 Explain a fundamental idea about Mathematics teaching
 MATH 2 Teaching Mathematics in the Elementary Grades 6

CHALLENGES THAT FILIPINO TEACHERS

FACE IN MATHEMATICS INSTRUCTION

There are lots of issues that mathematics teachers face today.

1. The scope of Mathematics content that teachers must master

For example, an elementary mathematics teacher’s belief that any number

divided by zero is also zero shows that a deep understanding of mathematics content is
sorely lacking among our mathematics teachers.

2. Teachers’ poor preparation in identifying effective pedagogies for teaching specific

content to particular groups of learners.

Poorly trained mathematics teachers commit errors by teaching very low levels
of skills to more able students or teaching advanced skills to students who lack the
prerequisite knowledge or skills.

3. Mathematics teachers also find it difficult to implement some general learning

strategies such as the use of cooperative learning and also to manage their students
that are engaged in such learning activities.

4. Mathematics teachers need to display encouraging behaviours and attitudes as well

as engage themselves in a life-long professional development program.

In sum, we find that Filipino mathematics teachers today are tested by:

The amount and depth of content in mathematics that is available for them to
learn so that they could teach good and correct mathematics to students;
The varied cognitive backgrounds of students requiring a wide range of
pedagogical approaches to learning mathematics;
The unpredictability of students’ contexts and behavior these days that require
teachers to be armed with multiple ideas for managing students, class behavior
and resources;
The existence of various types of technologies and their rapid advancements;
The perceived disconnect between school mathematics and everyday life;
Their role as models of positive values and attitudes, which would carry students
far in their lives and careers, and;
The need to continuously develop themselves in the teaching profession.
 MATH 2 Teaching Mathematics in the Elementary Grades 7

FUNDAMENTAL PRINCIPLES ABOUT

TEACHING MATHEMATICS

The following principles were used as the guiding principle in the creation of the
Mathematics Curriculum Framework.

Principle 1. A mathematically competent student does not only know how to compute
and perform algorithms but is also able to pose and solve mathematical problems and
apply mathematical skills and reasoning in other subjects and everyday experiences.

Principle 2. The physical and social dimensions of a mathematical environment

contribute to one’s success in learning mathematics.

Students need a learning environment that is safe, clean and allows plenty of
movement and exploration.
An ideal mathematical environment is one that is well equipped with tools for
learning mathematics and spacious enough for students to move around and
interact.
Not only is the physical aspect of a mathematical learning environment
important but the social climate in the classroom as well.
Students have difficulty learning mathematics in an unfriendly and undemocratic
classroom. The social aspect of an environment contributes to a deeper learning
of mathematics.

Principle 3. Mathematics is best learned when students are actively engaged.

Students cannot expect to learn by simply watching their teacher solve problems
on the board.
In fact, students must bear the responsibility of being actively engaged in order
to maximize their learning potential.
They ought to join in discussions, ask questions, argue and reason out so that they
see the many different aspects of mathematics that they are studying.

Principle 4. A deep understanding of mathematics requires a variety of tools for

learning.

These tools include manipulative and hands-on materials that can be effective
for developing, clarifying and applying mathematical concepts. These materials
should be carefully integrated into the instructional process.
Technology offers a variety of tools that must be used judiciously. The use of
technology should be driven by the needs of the students as learners of
mathematics and should be used when it aids the learning process.

Principle 5. Assessment in mathematics must be valued for the sake of knowing what
and how students learn or fail to learn mathematics.
 MATH 2 Teaching Mathematics in the Elementary Grades 8

Assessment tools must be varied in order to understand the different dimensions

of students’ learning.

Principle 6. Students’ attitudes and beliefs about mathematics affect their learning. Like
with any type of learning, students have to maintain wholesome attitudes and positive
beliefs about mathematics.

Students should develop the attitude that engagement in mathematics is

essential and that perseverance, persistence, refection, self-assessment and self-
confidence are frequently keys to success.
Students can learn from each other; cooperative work develops a spirit of
camaraderie, teamwork and common purpose. Working with other students
exposes students to multiple ways of solving and working with mathematics.

Principle 7. Mathematics learning needs the support of both parents and other
community groups.

Families should project positive attitudes and beliefs towards mathematics and
the learning of it.
Community support for mathematics learning is also as valuable. It is through the
community that students could see how mathematics is alive and utilized,
particularly in day-to-day activities such as making purchases. Communities
could provide useful resources and other means for students to enhance their
learning.