EDU 564: MATHEMATICS

M.2

Quality teachers in the Philippines need to possess the following characteristics:

 recognize the importance of mastery of content knowledge and its interconnectedness within and across
curriculum areas, coupled with a sound and critical understanding of the application of theories and principles
of teaching and learning. They apply developmentally appropriate and meaningful pedagogy grounded on
content knowledge and current research. They display proficiency in Mother Tongue, Filipino and English to
facilitate the teaching and learning process. as well as exhibit the needed skills in the use of communication
strategies, teaching strategies and technologies to promote high-quality learning outcomes.

 provide learning environments that are safe, secure, fair and supportive in order to promote learner
responsibility and achievement. They create an environment that is learning-focused and they efficiently
manage learner behavior in a physical and virtual space They utilize a range of resources and provide
intellectually challenging and stimulating activities to encourage constructive classroom interactions geared
towards the attainment of high standards of learning.

 establish learning environments that are responsive to learner diversity. They respect learners diverse
characteristics and experiences as inputs to the planning and design of learning opportunities. They encourage
the celebration of diversity in the classroom and the need for teaching practices that are differentiated to
encourage all learners to be successful citizens in a changing local and global environment.

 interact with the national and local curriculum requirements. They translate curriculum content into learning
activities that are relevant to learners and based on the principles of effective teaching and learning They apply
their professional knowledge to plan and design, individually or in collaboration with colleagues, wall-
structured and sequenced lessons that are contextually relevant, responsive to learners' needs and incorporate
a range of teaching and teaming resources. They communicate learning goals to support learner participation,
understanding and achievement.

 apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and reporting
leaners' needs, progress and achievement. They use assessment data in a variety of ways to inform and
enhance the teaching and learning process and programs. They provide learners with the necessary.

 establish school-community partnerships aimed at enriching the learning environment, as well as the
community's engagement in the educative process. They identify and respond to opportunities that link
teaching and learning in the classroom to the experiences, interests and aspirations of the wider school
community and other key stakeholders. They understand and fulfill their obligations in upholding professional
ethics, accountability and transparency to promote professional and harmonious relationships with leaners,
parents, schools and the wider community.

 value personal growth and professional development and exhibit high personal regard for the profession by
maintaining qualities that uphold the dignity of teaching such as caring attitude and integrity. They value
personal and professional reflection and learning to improve their practice. They assume responsibility for
personal growth and professional development for lifelong learning.
EDU 564: MATHEMATICS

 A quality teacher respects learners

diverse characteristics and  A quality teacher does not need to
experiences as inputs to the planning display proficiency in Mother Tongue,
and design of learning opportunities. Filipino and English to facilitate the
teaching and learning process.
 A quality teacher creates an
environment that is learning-  A quality teacher does not need to use
focused. assessment data in a variety of ways to
inform and enhance the teaching and
 A quality teacher understands and learning process and programs.
fulfils his/her obligations in
upholding professional ethics,
accountability and transparency to
promote professional and
TRUE FALSE
harmonious relationships with
learners, parents, schools and the
wider community

 Do I need to know how to use information

 As a future teacher, do I really need to and communication technology to be an
possess the different characteristic? effective teacher?

Yes! Those characteristics are the standards Yes. That will actually fall under the 1st
mandated by the Department of Education to characteristic of a quality teacher. Or even in the
be exemplified by professional teachers. 4th characteristic.
EDU 564: MATHEMATICS
M.3

The 7 Domains of the Philippine Professional Standards for Teachers and the Career
Stages of Professional Development
The Philippine Professional Standards for Teachers articulates what constitutes teacher quality in the K to 12 Reform through well-defined 7
domains, strands, and indicators that provide measures of professional learning, competent practice, and effective engagement. This set of
standards makes explicit what teachers should know, be able to do and value to achieve competence, improved student learning outcomes, and
eventually quality education. It is founded on teaching philosophies of learner-centeredness, lifelong learning, and inclusivity/inclusiveness,
among others. The professional standards, therefore, become a public statement of professional accountability that can help teachers reflect on
and assess their own practices as they aspire for personal growth and professional development.

The 7 Domains collectively comprise 37 strands that refer to more specific dimensions teacher practices.

Domain 1: Content Knowledge and Domain 2: Learning Domain 3: Diversity of

Pedagogy Environment Learners
1. Content knowledge and its application 1. Learner safety and security. 1. learners' gender, needs,
within and across curriculum areas. strengths, interests and
2.Fair learning environment. experiences.
2. Research-based knowledge and
principles of teaching and learning. 3. management of classroom 2. learner’s linguistic,
structure.
cultural, socio-economic and
3. Positive use of IT
4.support for learner religious backgrounds.
4. Strategies for promoting literacy and participation.
3. learners with disabilities,
numeracy.
5.promotion of purposive giftedness and talents.
5. Strategies for developing critical and teaming. 4. learners in difficult
creative thinking, as well as other higher-
6. management of learner circumstances.
order thinking skills.
behavior.
5. learners from indigenous
6. Mother Tongue, Filipino and English
groups.
in teaching and learning.
Domain 5: Assessment and
7. Classroom communication strategies. Reporting Domain 6: Community
1.Design selection, Linkages and Professional
organization and utilization of Engagement
Domain 4: Curriculum and Planning
assessment strategies. 1. establishment of learning
1. Planning and management of teaching environments that are
2. monitoring and evaluation
and learning process. responsive to community
of learner progress and
achievement. contexts.
2. learning outcomes aligned with
learning competencies. 2. engagement of parents and
3. feedback to improve
learning. the wider school community in
3. relevance and responsiveness of
the educative process.
learning programs.
4.communication of learner
needs, progress and 3. professional ethics
4. professional collaboration to enrich
teaching practice; and achievement to key 4. school policies and
stakeholders. procedures.
5. teaching and learning resources
including ICT. 5.Use of assessment data to
enhance teaching and learning
practices and programs.
EDU 564: MATHEMATICS

4 Career Stages

• CAREER STAGE 3 • CAREER STAGE 4

• CAREER STAGE 2 HIGHLY PROFICIENT DISTINGUISHED
• CAREER STAGE 1 PROFICIENT Teachers Teachers
Beginning Teachers Teachers
consistently display
a high level of embody the
have gained the professionally highest standard
qualifications independent in the performance in
their teaching for teaching
recognized for application of skills
entry into the vital to the practice.manifest grounded
teaching teaching and an in-depth and in global best
profession. learning process. sophisticated
practices.
understanding

Understanding Math in the Basic Education Level

Numbers and Number Sense

include concepts of numbers, properties, operations,estimation, and their applications.
- Numbers and number sense• whole numbers up to 10000• the four fundamental operations
(including applications on money)• ordinal numbers up to 100th, basic concepts of fractions.

Measurement
the use of numbers and measures to describe, understand, and compare mathematical andconcrete
objects; attributes such as length, mass and weight, capacity, time, money, and temperature, aswell
as applications involving perimeter, area, surface area, volume, and angle measure.
•time, length, mass, capacity• area of square and rectangle

Geometry
properties of two- and three-dimensional figures and their relationships, spatial
visualization,reasoning, and geometric modeling and proofs.
5
Patterns and Algebra t
h
strand studies patterns, relationships, and changes among shapes and quantities;use of algebraic
notations and symbols, equations, and most importantly, functions, to represent andanalyze
relationships
• continuous and repeating patterns• number sentences 5
t
Statistics and Probability
h
strand is all about developing skills in collecting and organizing data usingcharts, tables, and
graphs; understanding, analyzing, and interpreting data; dealing with uncertainty; andmaking
predictions about outcomes.
• data collection and representation in tables• pictographs• bar graphs• outcomes
7
t
h
EDU 564: MATHEMATICS

Key Terms For Greater Level Of Understanding

MOTIVATION
refers to reasons individuals have for behaving in a given manner in a
given situation. It is the potential to direct behavior that is built into
the system that controls emotion, which may be in cognition, emotion
and/ or behavior. In relation to our subject, motivation is the impulse 2 TYPES OF MOTIVATION
that brings the pupils to learn Math. Without motivation, there is no
learning.

EXTRINSIC M.

INTRINSIC M.
•happens when pupils want •occurs when the pupils are
to study or learn because internally motivated to
of external factors, like learn because they find it
8 TIPS TO MOTIVATE punishment or reward. an exciting challenge, even
PRIMARY GRADES INMATH though they might not
receive any reward or
compensation.

Attitude Influences Keep the Pupils Use Incentives

Value the Pupils’
Motivation Involved •Recognize little wins
Effort
•Show your pupils that •Give pupils responsibilities and reward them. In
•Concentrate on the and make participating in
you’re positive and child’s learning
the classroom, this may
excited about class fun. Give pupil a task, mean special privileges
process and like keeping the classroom
learning. encourage and or little things like
organized, cleaning the stickers.
reward them for a room, handing out
working hard. material, etc.

Change Things Up Show Them How to be

Don’t Talk Down Help Manage Anxiety Motivated
•Be creative. Teach
•Try to avoid using •Be calm and make sure •Help them think of
using games and
negative labels, and they know that failure reasons why they
activities, have
instead talk about isn’t necessarily a bad
them argue and should want to learn
their strengths. thing.
interact with one what they’re learning.
another.
EDU 564: MATHEMATICS

Discovery Approach

A teaching strategy in which pupils are given a problem situation, for which
they find an answer by making a hypothesis, testing the hypothesis,
recording and analyzing their results, and coming up with a conclusion (the
main point of the lesson). It is sometimes called "international learning" in
that both the teacher and the learners play active roles. Moreover, the
ultimate goal of this approach is for learners to learn how to learn rather that
what to learn. This approach is for developing higher order thinking skills in
learners.

advantages of
this approach

promotes promotes
active
engagement motivation

It promotes
develops provides a
promotes autonomy, makes
creativity and tailored
ownership of responsibility
problem-solving learning learning fun.
learning. skills and
experience:
independence

disadvantages of
this approach

creates cognitive requires vast resourcos which are

overload unavailable in traditional classroom

difficult for
may result in teachers to
teacher may lack
control. potential detect problems
misconception and
misconceptions.
EDU 564: MATHEMATICS

According to Brunner, discovery approach is an inquiry-based process that focuses

on learning through experience. It is based on inductive reasoning where it uses
specific examples to formulate a general conclusion. Moreover, according to
Brunner, there are three modes of learning:

JEROME BRUNNER ENACTIVE ICONIC SYMBOLIC

"concrete stage" "pictorial stage" "abstract stage"

INQUIRY APPROACH learn through learn through learn through

movement or images or icons abstract symbols
action.

involves a process of exploring the natural or

material world, and that leads to asking questions, Characteristics of Inquiry Approach
making discoveries, and testing those discoveries in
the search for new understanding.

Inquiry approach emphasizes

The teacher does not begin with a The topic, problem to be
constructivist ideas of statement, but with a question. Posing studied, and methods used to
learning. Knowledge is built in teaching questions for learners to
answer the problem are
step-wise fashion and solve is a more effective method of
instruction. This allows learners to determined by the learners
learning proceeds best in
search for information and learn on with the guidance of the
group discussion. their own with the teacher's guidance. teacher.

14 TIPS IN USING INQUIRY APPROACH

Defining outcomes for which leamers

Activating prior knowledge. Providing background information.
will be held accountable. Provide frameworks.

Establishing a general topic or Learner teams conduct background Refer learners back to
inquiry. research and define focused problem Establish and communicate inquiry expected outcomes and
questions within broader inquiry or presentation framework. inquiry framework to create
topic.. alignment between their
presentations and intended
outcomes..
Ask leamers a lot of questions Empower learners to coach and train Provide a forum for pupil
Support technology (PowerPoint, Web
to help them refine their Site) and art design product creation one another within their teams. presentations.
thinking and guide their
research.

Reflect on what worked and

Incorporate on-going, meaningful what didn't and try again.
peer and teacher assessment.
EDU 564: MATHEMATICS

MATH LT REVIEWER P1

1. Which of the following list is the best Procedures in Using Math-lab Approach?

 Provide the aim/goal of the practical work; Provide materials and instruments; Provide clear instruction; Carry
out the experiment; Draw the conclusions.

2. You've taught two lessons on geometry using mostly direct and indirect instruction. However, students seem bored and
you want to change things up for them. Which of the following activities should you use to spark their interest?

 Allow students to role play and act out a situation with geometry concepts.

3. Student A has failing grades in her math subject that can cause depression. Teacher A tells her student to be calm and
explain to her that failure isn’t necessarily a bad thing. She said that making mistakes helps her to learn better and think of
new ways to solve a certain problem? What kind of tips to motivate the primary grade student in math did she use?

 Help Manage Anxiety

4. One of the importance of classroom management is that:

 The kids know what to expect every day when it comes to the routine activities.

5. Arrange the steps in Concept Attainment Strategy consecutively.

 presentation of examples and non-examples,

 listing of common attributes,
 adding student-given examples,
 defining the mathematical term,
 checking of understanding.

6. Manipulatives are hands-on tools that make math a lot easier for young children to understand. It is a great way to
demonstrate number building, operations, fractions, sorting, patterns, 3D shapes, and more. What do you call this strategy?

 makes it hands-on

7. Mr. Gonzalez has difficulty keeping students on task. Which of the following strategies will most likely increase academic
learning time in his classroom?

 Hold students accountable for work done during class.

8. Lead the students to agree that prisms are solid figures with the following properties: with polygonal faces, two of which
are parallel and congruent and the rest are parallelograms connecting them. What step of conceptual attainment being
applied?

 Listing a common attribute

9. Based on the result of the "collect evidence" stage of the students of teacher Renato they conclude that in dividing a
fraction they need to get first the reciprocal of one fraction then apply the rules of multiplying fractions.What stage of
Inductive learning is being applied?

 Generalization

10. In a fair learning environment, in what career stage does the teacher must exhibit effective practices to foster learning
environments that promote fairness, respect, and care to encourage learning?

 Career Stage 2 or Proficient Teachers

EDU 564: MATHEMATICS
11. Teacher Ivy demonstrates understanding and appreciation of key concepts and skills involving numbers and number
sense in Grade 1, which of the following is the content of her discussion?

 whole numbers up to 100, ordinal numbers up to 10th, money up to PhP100, addition and subtraction of whole
numbers, and fractions ½ and ¼

12. Why you need to Let your students regularly know how they're doing?

 So, they can further improve and extend their skills.

13. The students understand and learn concepts by identifying common attributes through comparison and contrast of
examples and non-examples. Since concept attainment is used in understanding meanings, it is often applied in English
vocabulary lessons. However, it is also useful in learning mathematical terminologies.

 Concept Attainment Strategy

14. Which of the following is NOT a stage of Design Thinking?

 Collaboration

15. Ryan is a newly hired in the teacher public school with 9 MA units in his field of specialization. He was given the item of
Teacher I and a teaching load in the Senior High School. In which career category would he fall based on the PPST?

 Career 1: Beginning Teachers

16. When getting students to share and assume responsibility in the classroom, teachers should

 involve them in the planning and implementation of classroom initiatives

17. The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number
sense (whole numbers up to 100 000, multiplication and division of whole numbers)

 Grade 4 Strands

18. These teachers manifest an in-depth and sophisticated understanding of the teaching and learning process. They have
high education-focused situation cognition, are more adept in problem solving and optimize opportunities gained from
experience.

 Highly Proficient Teacher

19. The following are the advantages of using technology in teaching Math, which best describe that no two learners are
exactly alike, personalized learning strategies allow learners to get the right kind of education based on their learning styles
and interests. Integrating educational technology learning platforms enables self-paced learning and, oftentimes, increased
learning outcomes?

 Accommodates different learning styles / Addresses individual learning needs

20. The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number
sense (order of operations)

 None of the above (Grade 7-10)

21. There’s a lot to manage throughout the day, and not knowing what you are supposed to be teaching can easily destroy a
good day. What classroom management strategy is this?

 Be prepared
EDU 564: MATHEMATICS
22. Taking time before school starts to create routines and procedures saves you time in the long run.

 Efficient Use of Time

23. Under which NCBTS domain does establishing and maintaining consistent standards of learners’ behavior, belongs to?

 Domain 2: Learning Environment

24. The following statements describe quality teachers in the Philippines that need to possess the following characteristics
except,

 Manage learning programs and have strategies that promote learning based on the learning needs of their
students.

25. Make sure that your learners feel comfortable to express his/her ideas and/or ask questions at any time. Some students
are reluctant to speak up because they are afraid of what the teacher or classmates might think if they give an incorrect
response. Listen attentively to what your learners have to say. If your learners feel that you are listening to their ideas, then
a good working relationship with them will develop. Do not focus on hearing "correct responses" but rather focus on
listening to the message that the learners are trying to send across. Avoid directing a challenging question to the students if
your goal is just to discipline him/her for not behaving well in class. Challenging questions are posed to stimulate critical
thinking. Create a classroom environment where the learners feel heard and recognized. Which idea in faming question is
being described?

 Foster a climate conducive to learning and questioning.

26. The learner demonstrates understanding and appreciation of key concepts and skills involving geometry (polygons).

 None of the Above (grade7)

27. Attitude Influences Motivation is one of the tips on how to motivate primary grade in math. How to apply this
motivation?

 I. Show your pupils that you’re positive and excited about learning.
 II. Create ties and connect with your pupils.
 III. Make sure they know that you care about them and their academic success.

28. The learner demonstrates understanding and appreciation of key concepts and skills involving statistics and probability
(tables, line graphs and experimental probability)

 Grade 5 Strands

29. Teacher Liro is trying to avoid using negative labels, and instead talk about the strengths of his students. Which of the
following tips to motivate primary grades in Math, did Teacher Liro applied?

 Don’t Talk Down

30. At these grade levels, the mathematics learned in this content strand leans heavily on making generalizations and
using a variety of representations to illustrate patterns, relationships and phenomena such as rates of change. There is an
increased emphasis on establishing relations between sets and numbers, generalizing procedures and results, as well as
using modeling techniques to investigate quantitative changes.

 Patterns and Algebra

EDU 564: MATHEMATICS
31. Which of the situations shows that Teacher Regine exemplifies a balance between responsibility and accountability?
Teacher Regine continuously practices the demands of CPE because she:

 wants to innovate and improve her ways in her role.

32. After teacher Tenan gave an example and non-example of prism, she ask the students to share about their observations.
What part/ stage of concept attainment strategy being applied?

 Checking of the understanding

33. Why is building good relationships with students important?

 When a student trusts their teacher, they make more of an effort to follow the rules.

34. Critical Thinking and _______________are the goals across the level in each topic of the mathematics contents.

 Problem Solving

35. Why is it important to use a variety of instructional strategies?

 It helps you keep students engaged and meet the needs of all students.

36. The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number
sense (divisibility)

 Grade 6 Strands

37. In what content area the Pupils at the intermediate grades develop better understanding of shapes and figures because
they are able to study and analyze their properties.

 Patterns and Algebra

38. Which instructional strategy gives students the most control of their learning?

 Individual Study

39. Teacher Angelee is expected to facilitate processes to review the effectiveness of the school’s learning environment to
nurture and inspire learner participation. In which career category would he fall based on the PPST?

 Proficient

40. After finishing Bachelors’ degree and passing Licensure Examination. A professional teacher must undergo
relevant seminars and trainings for his continuous growth and development. This statement anchors to which
domain?

 Personal Growth and Professional Development

EDU 564: MATHEMATICS

-an instructional approach that engages pupils in the material they are
learning through problem-solving activities, writing assignments, group
discussion, reflection activities, and any other task that promotes critical
thinking about the subject.
- requires that pupils do something that develops their skills, as opposed
to passive learning where information is merely transmitted to pupils.

9 Benefits of Active Learning

develops increases makes

collaborative engagement technology
skills more powerful

engage risk improves sparks creative

taking critical thinking thinking

requires fosters real

increases
learner problem
retention
preparation solving
24 ACTIVE LEARNING

PICTURE PROMPT
• a method of asks students to explain an image or set of images.
• write about it using terms from lecture, or to name the processes and concepts
shown
• Do not give the "answer" until they have explored all options first.

Choral Response
• Ask a one-word answer to the class at large
• This is very useful to "drill" new vocabulary words into learners.
• Before you introduce a new concept to leamers, show them a word cloud on that
topic,

Instructor Storytelling.
• Teacher illustrates a concept, idea, or principle with a real-life application, model, or
case-study.
EDU 564: MATHEMATICS

Grab a Volunteer
• After a minute paper (or better: think pair share) pick one learner to up, cross the
room, and read any other learner's answer

Socratic Questioning
• The teacher replaces lecture by peppering learners with questions, always asking the
next question in a way that guides the conversation toward a learning outcome (or
major driving question) that was desired from the beginning.

Reverse Socratic Questioning

• The teacher requires learners to ask him/her questions, and the instructor answers in
such a way as to good another question immediately but also drive the next learner
question in a certain direction

Pass the Pointer

• Place a complex, intricate, or detailed image on the screen and ask for volunteers to
temporarily borrow the laser pointer to identify key features or ask questions about
items they don't understand

Turn My Back
• Face away from the class, ask for a show of hands for how many people did the
reading After they put hands down, turn around again and ask to hear a report of the
percentage.
• useful at the start or at the end of class.

Classroom Opinion Polls

• Informal hand-raising suffices to test the waters before a controversial subject.

Make Them Guess

• Introduce a new subject by asking an intriguing question, something that few will
know the answer to (but should interest all of them). Accept blind guessing for a
while before the answer to build curiosity.
EDU 564: MATHEMATICS

Make It Personal.
Design class activities (or even essays) to address the real lives of the individual
students. Instead of asking for reflections on a topic, ask for personal stories of the
learners related to it.

Read Aloud
• Choose a small text (500 words or less) to read aloud, and ask pupils to pay
particular attention during this phase of lecture. A small text read orally in a larger
lecture can focus attention.

THINK BREAK
Ask a rhetorical question, and then allow 20 seconds for learners to think about the
problem before you go on to explain.

WORD CLOUD GUESSING

• Before you introduce a new concept to learners, show them a word cloud on that
topic,, using an online generator to paste a paragraph or longer of related text, and
challenge learners to guess what the topic was.

UPDATING NOTES
• Take a break for 2-3 minutes to allow learners to compare their class notes so far
with other learners, fill in gaps, and develop joint questions .

Discussion Row
• Learners take turns sitting in a front row that can earn extra credit as individuals
when they volunteer to answer questions posed in class; this provides a group
that will ALWAYS be prepared and interact with teacher questions

Physical Response (TPR)

• Learners olther stand or sit to indicate their binary answers, such as True/False, to
the instructor's questions.

Self-Assessment of Ways of Learning.

• Prepare a questionnaire for learners that probes what kind of learning style
they use, so the course can match visual/aural/tactile learning styles.
EDU 564: MATHEMATICS

Quote Minus One

• Provide a quote relevant to your topic but leave out a crucial word and ask
leaners to guess what it might be: "I cannol forecast to you the action of, it is a
riddle, wrapped in a mystery, inside an enigma. This engages learners quickly in a
topic and makes them feel invested.

Everyday Ethical Dilemmas.

• Present an abbreviated case study with an ethical dilemma related to the
discipline being studied.

Polar Opposites
• Ask the class to examine two written-out versions of a theory (or corollary, law of
nature, etc.), where one is incorrect, such as the opposite or a negation of the other.
In deciding which is correct, learners will have to examine the problem from all
angles.

Pop Culture
• Infuse your lectures, case studies, sample word problems for use during class with
current events from the pop culture world. Rather than citing statistics for housing
construction, for instance, illustrate the same statistical concept you are teaching by
inventing statistics about something

1. Can I use active learning even to Kindergarten pupils?

 Yes. Kindergarten pupils are playful and active learning strategies will be very
adequate to their traits of being playful.

2. Are there other active learning strategies aside from the one mentioned in the content
notes?
 Yes. There are more than 200 active learning strategies. You just need to surf the
internet for them.
EDU 564: MATHEMATICS

Math-lab Approach

 This teaching strategy is based on the understanding that the only way for the learners to
learn Mathematics is to do Mathematics.
 a method of teaching whereby learners in small groups work through an assignment or task
card, and learn and discover Mathematics for themselves.
 The learners work in an informal manner, move around, discuss and choose their materials
and method of attacking the problem, assignment, or task.
 is a form of inductive and guided discovery and it is based on learning by doing.
 It is an activity method and it leads the learners to discover Mathematics facts.
 is a procedure for stimulating the activities of the learners and to encourage them to make
discoveries.

Procedures in Using Math-lab Approach

1. Provide the aim/goal of the practical work.
2. Provide materials and instruments.
3. Provide clear instructions.
4. Carry out the experiment.
5. Draw the conclusions.

5 Advantages of Math-lab Approach

 This approach presents Mathematics as a practical subject.
 The knowledge acquired in this approach is more meaningful.
 This method helps in developing self-confidence among learners.
 The learners enjoy as they remain active in the laboratory.
 The learners learn the use of different equipment which are used in the laboratory.

Can I use games in the Math-lab approach?

Yes. Using games is one way of using the Math-lab approach.
Do I need to prepare for teaching aids in using this approach?
Yes of course. Teaching aids will facilitate the grasping of Mathematics facts for the Learners.
EDU 564: MATHEMATICS

DEMONSTRATION APPROACH

 demonstration means to give demos or to perform the particular activity or concept.

 a teaching strategy in which the teacher engages in a teaching strategy in which the teacher engages in a learning task
other than just talking about it.
 carried in a systematic way.
 Demonstration often occurs when learners have a hard time connecting theories to actual practice or when learners are
unable to understand applications of theories.

“ know and show “listen and follow”

In order to make a success of demonstration approach, some things are necessary:

1. The objectives being displayed during the demonstration should be not so small.
2. During the demonstration, the clear language should be used so that pupils may understand content easily
3. The pupils should be able to ask question teacher in order to remove their difficulties
4. The demonstration should be done in a simple way
5. In this strategy, attention paid to all students
6. Goals objectives during the demonstration are very clear
7. It is a well- played strategy
8. Time is give for rehearsal before the demonstration

STEPS OF DEMONSTRATION APPROACH

There are six steps of the demonstration process.

Evaluation.

Teaching Aids.

Demonstration
Presentation
of a subject
Introducing matter.
the lesson.
Planning and
preparation.

Planning and preparation. Proper planning is required for a good demonstration. For this, following
points should kept in mind;
EDU 564: MATHEMATICS

a. Through the preparation of subject matter

b. Lesson planning
c. Collection of materials related to the demonstration
d. Rehearsal of demonstration
In order to ensure the success of the demonstration, the teacher should prepare the lesson minutely and very
seriously.

Introducing the lesson. The teacher should motivate learners and prepare them mentally for the
demonstration. The teacher should introduce the lesson to learners keeping in mind the following things:

a. Individual differences
b. Environment
c. experiences
The lesson can also be started with some simple and interesting experiments or by a very common event or
some internal story. The experiment should be able to hold the attention of learners.

Presentation of a subject matter. In demonstration approach, presentation of subject matter is very

important.

The principle of reflecting thinking should be kept. In mind.the teacher should teach the learners in such a way
that their previous knowledge can be attached to their new knowledge.

Demonstration. The performance in the demonstration tale should be ideal for the learners. The demonstration
should be neat and clean

Teaching Aids. the teacher can use various teaching aids like models, blackboard, graphs and others during
demonstration.

Evaluation.in this last step, evaluation of the whole demonstration should be done, so that it can be made more
effective.

Advantages of Demonstration Approach

● It helps a learner in having a deeper understanding of the topic.

● It helps learners remain active in teaching learning process
● It leads to permanent learning
● It accounts of the principles of reflective thinking
● It helps to create interest for topics among learners
● It helps arousing the spirit of discovery among learners
● It imparts maximum learning to learners
EDU 564: MATHEMATICS

Disadvantages of Demonstration Approach

● Learners cannot benefit direct and personal experiences as a teacher carry out the
demonstration.
● It can be costly as it requires costly materials.
● It can be a time-consuming method
● It is not based on learning by doing

Using Technology in Teaching Math

requires teachers to implement engaging tools and dynamic technology that:

Closes learning gaps and Is sustainable regardless of Compliments daily Helps learners with diverse
boosts learning outcomes financial or budgetary instruction, easily and learning needs concretize
constraints seamlessly mathematical concepts

6 Types of Technology in Math Classroom

Overhead projectors. TVs and DVD players. Calculators.

dwindling, - access to technologically- watching movies or usually to help children

advanced alternatives. Minimally short videos sometimes develop number sense,
interactive, this piece of original ed- to investigate number
tech allows teachers or learners to
results in passive
watching which can patterns and
write on transparencies and project
their work onto a screen. hinder the learning relationships, or to check
process. the accuracy of mental or
written computation.
EDU 564: MATHEMATICS

Computers
Smart Boards. Smartphones
(and/or laptops).

become a classroom Research suggests

staple. An internet access to
Unlike the blackboard, teachers connection gives smartphones during
can save whatever content they class can be a blessing
write on the smart board. The
access to helpful
math websites for or a curse. While
teacher can also sync the
teachers and teachers fear-many
classroom computer or tablet to
the whiteboard, allowing learners, as well as times correctly-
everyone to see an otherwise some of the best smartphones will only
small screen. harm students'
math apps for kids.
learning abilities and
fuel smartphone
addiction, some use
the latest technology
quite effectively.

ADVANTAGES OF TEACHNOLOGY IN TEACHING MATH

Accommodates
different
learning styles.

Makes abstract Enhances

Addresses Improves
Mathematical traditional
individual learner
concepts ways of
learning needs. engagement.
relevant. teaching.

• Accommodates different learning styles.

 Technology and multimedia can complement each other extremely well in the Math classroom.
 For example, kinesthetic learners learn more effectively when tasks are hands-on. Using interactive math
websites and educational apps which involve play will help them solidify abstract mathematical concepts.

• Addresses individual learning needs

 A teacher's first epiphany is probably the fact: the learning process is non-linear. Because no two learners are
exactly alike, personalized learning strategies allow learners to get the right kind of education based on their
learning styles and Interests.
 Integrating educational technology learning platforms enables self-paced learning and, oftentimes, increased
learning outcomes.
EDU 564: MATHEMATICS

• Makes abstract Mathematical concepts relevant

 Technology can help learners realize just how ingrained Math is in the real-world.
 Using applications such as Skype or FaceTime in the classroom, teachers can schedule video calls with
people whose professions require mathematical skills and concepts.
 For example, kids today might be surprised to hear that learning Math is vital for someone who creates
video games! Other career possibilities include computer animation, data science, market research,
meteorologist-and that's just scratching the surface.

• Improves learner engagement

 For example, differentiated instruction to help students at varying levels of understanding. Delivering
math content based on their capabilities helps keep low- and high-level learners engaged because both
are able to find success.

• Enhances traditional ways of teaching.

 For example, teachers can:
 Use Google Docs and monitor student collaboration on group projects
 Create presentations on Prezi and use a smart board to deliver instruction
 Assign exercises using adaptive learning platforms, such as: Prodigy Math, Splash Math, or Motion
Math.

Teaching Aids

 Broadly speaking, any device that helps teaching

 These devices can be traditional items such as blackboards
and flannel boards as well as modern devices such as
tablets and projectors.
 Scientific tools such as telescopes and microscopes could
also be used as teaching aids in a given context. Teaching
aids are objects (such as a book, picture, or map) or
2 devices (such as a DVD or computer) used by a teacher to
enhance or enliven classroom instruction. They be audio-
visual teaching aids such as videos and guest lectures or
tactile like 3D models. In teaching Mathematics, teaching
aids are the instruments, tools, equipment, and different
material used for teaching and learning of Math in a better
way.
MEDIUMS – promote sensory engagement

STIMULATION
EDU 564: MATHEMATICS

12 IMPORTANCE OF TEACHING AIDS

1. Every individual has the tendency to forget. Proper use of teaching aids helps.
2. Learners can learn better when that are motivated properly through different teaching aids concept
permanently.
3. Teaching aids develop the proper image when the students see, hear taste and smell properly.
4. Teaching aids provide complete example for conceptual thinking.
5. The teaching aids create the environment of interest for the learners.
6. Teaching aids helps to increase the vocabulary of the learners.
7. Teaching aids helps the teacher to get sometime and make learning permanent.
8. Teaching aids provide direct experience to the learners.
9. Through teaching aids, the teacher clarifies the subject matter more easily.
10. Teaching aids can facilitate the proper understanding to the students
which discourage act of cramming.
11. Saves time and money.
12. Teaching aids make the classroom live and act

3 types of teaching aids

VISUAL AIDS AUDIO AIDS AUDIO- VISUAL AIDS

use sense of vision aids that involve the sense of involve the sense of vision as well
actual objects. madels, pictures, hearing. as hearing
charts, maps, flash cards, flannel For example: radio, tape For example: television, film
board, bulletin board, chalkboard, recorder, gramophone, and projector, film strips, and others.
overhead projector, slides etc. others.
EDU 564: MATHEMATICS

TEACHING AIDS IN MATHEMATICS

Blocks,rod &
flats for
numbers.

Blocks to learn Puzzles to

Tabs to build
fractions and build 3d Shapes
mental aguility
decimals. reasoning

• Blocks, rods & flats for numbers & operations.

 teaching numbers, it's always easier to say "have 10
chocolates in one hand and two in the other, instead of
"Which is greater, 10 or 27" To introduce numbers
seamlessly, blocks, rods and flats can be used.

• Tabs to build mental agility.

 A good tab can help learners improve their cognitive
skills. There are a good number of free games like Peak
5 Brain Training app which consists of multiple exercises
for the brain to keep it sharp.

T • Blocks to learn fractions and decimals.

 Even fractions can be visualized using blocks. Take the
E
previous example where 10 blocks make 1 rod.
A A
• Puzzles to build reasoning
C I  Build interest among learners. A lot of free puzzles are
available online. The teacher can distribute them among
H D learners and watch how they reason out answers.
I S • 3D Shapes.
N  Introduce the concept of geometry through actual
shapes. This is a much better approach than just
G
textbook images. The shapes help learners visualize 3D
objects.

END OF LESSON