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Lesson 1 Foundation of Mathematics Education

The document outlines the nature of mathematics as a study of patterns, a way of thinking, an art, a language, and a tool, emphasizing its importance in education. It presents the goals of mathematics education, which include valuing mathematics, reasoning, communication, problem-solving, and developing confidence among students. Additionally, it discusses teaching and learning principles, cognitive demands, and various learning theories that enhance the teaching of mathematics in the Philippine education system.

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Roseann Balana
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24 views36 pages

Lesson 1 Foundation of Mathematics Education

The document outlines the nature of mathematics as a study of patterns, a way of thinking, an art, a language, and a tool, emphasizing its importance in education. It presents the goals of mathematics education, which include valuing mathematics, reasoning, communication, problem-solving, and developing confidence among students. Additionally, it discusses teaching and learning principles, cognitive demands, and various learning theories that enhance the teaching of mathematics in the Philippine education system.

Uploaded by

Roseann Balana
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Foundation of

mathematics
in Teaching
and Learning
Presented by: Rose Ann Balana
Instructor
0
1
THE NATURE OF
MATHEMATICS
THE NATURE OF MATHEMATICS
The National Council of Teachers of Mathematics
(1989) defines the nature of mathematics as follows:

1. MATHEMATICS IS A STUDY OF PATTERNS AND


RELATIONSHIPS.
●Mathematical ideas are interwoven With each other.
●Students must explore the recurring ideas or the
patterns and discover the relationships between and
among them.
2. MATHEMATICS IS A WAY OF THINKING.
●The problem solving activities and various lessons in mathematics
train us to think logically, analytically, critically and systematically. In a
way, mathematics provides us with the thinking skills needed to confront
everyday problems.

3. MATHEMATICS IS AN ART.
●Mathematics is characterized by order and internal consistency.
Numerous patterns can be found in numbers and geometric figures.
Tessellations, weaving and tiling are a few explicit examples of
mathematics in art. By exploring the orderliness and consistency of
mathematics, we learn to appreciate its beauty.
4. MATHEMATICS IS A LANGUAGE.
●It is used to communicate complex processes and thoughts efficiently
using symbols and precise terms. Mathematics has its own register, or
special vocabulary, which students have to learn to be able to
communicate well about mathematics and to speak and think like
mathematicians.

5. MATHEMATICS IS A TOOL.
●Many occupations require the Knowledge of mathematics.
●Scientist, engineers, businessman, and many other professions use a
great deal of mathematics to do their Work.
02

THE GOALS OF
MATHEMATICS
EDUCATION
The National Council of Teachers of Mathematics' Standards for School
Mathematics (NCTM, 1989) identified five broad goals required to meet
the students' mathematical needs for the 21st century.

NCTM recommends that mathematics teachers enable students to:

1. VALUE MATHEMATICS
●Students will value mathematics if they see how it plays a role in their
real lives and in society. Thus, your task is to make mathematics
learning meaningful to the students by connecting the lesson to their
real life experiences and allowing students to experience mathematics
through actual measurements and explorations.
2. REASON MATHEMATICALLY
●Mathematics trains the mind analytically and logically.
●As the teacher, your task is to provide activities that will provide students
opportunities to reason logically, make conjectures, gather evidence, build
arguments, and arrive at informed and sound decisions. The process of
obtaining the correct answers should be emphasized.

3. COMMUNICATE MATHEMATICS
●To be able to communicate well in mathematics, students must be familiar with
the mathematics register, or the special vocabulary of mathematics. You must be
a good model in the use of correct and precise mathematical terms and phrases.
You must also encourage students to verbalize and defend their answers.
4. SOLVE PROBLEMS
●Problem solving is the heart of mathematics. Students must be exposed to a
variety of problems - problems that vary in context, in level of difficulty, and in
mathematical methods required for their students.

5. DEVELOP CONFIDENCE
●Talking pride in one's competence in mathematics is all-important. Sadly, a
number of people find it fashionable to boast of their incompetence in
mathematics. To go further in mathematics, students must develop confidence in
their ability to learn and do mathematics. Such confidence is built on success in
mathematical tasks in the classroom.
03
Roles of
Mathematics
in the
Philippine
Roles of Mathematics in the
Philippine Education
1. Facilitating participation in productive life
skills
Roles of Mathematics in the
Philippine Education
2. A way of making sense of
world
3. Means of communication
4. A gateway for national
progress
0
4 in
Principles
Mathematics
Instruction
There are nine (9) teaching principles
and seven (7) learning principles
guided the development of this
framework. These are principles that
must prevail in the pursuit of good quality
education for developing highly
competent mathematics teachers.
Teaching Principle
PRINCIPLE 1 - When the ability to explain and solve a problem is
evidence of good understanding of some mathematical ideas, teaching
mathematics requires much more than these.

PRINCIPLE 2 - Mathematics must be real to students and therefore,


mathematics teachers should be mindful of students’ contexts when
teaching mathematics.

PRINCIPLE 3 - Mathematics is best learned when students are actively


engaged.

PRINCIPLE 4 - Mathematics can never be learned in an instant, but rather


requires a lot of work and right attitude.
PRINCIPLE 5 - All students regardless of sex, culture, socio-
economic status, religion and educational backgrounds have the
right to learn and be taught good and correct mathematics.
PRINCIPLE 6 - Assessment must be an integral part of
mathematics instruction.
PRINCIPLE 7 - Mathematics as a field continues to develop and
evolve. Therefore, the teaching of it must keep up with
developments in the field.
Principle 8 - Technology plays an important role in the teaching
and learning of mathematics. Mathematics teachers must learn to
use and manage technological tools and resources well.
Principle 9 - Mathematics teachers must never stop learning.
Leaning Principle
Principle 1 - Being mathematically competent means more than
having the ability to compute and perform algorithms and
mathematical procedures.

Principle 2 - The physical and social dimensions of a


mathematical environment contribute to one’s success in learning
mathematics.

Principle 3 - Mathematics is best learned when students are


actively engaged.
Leaning Principle
Principle 4 - A deep understanding of mathematics requires a
variety of tools for learning.

Principle 5 - Assessment in mathematics must be valued for the


sake of knowing what and how students learn or fail to learn
mathematics.

Principle 6 - Students’ attitudes and beliefs about mathematics


affect their learning.

Principle 7 - Mathematics learning needs the support of


both parents and other community groups.
Mathematical Education Framework
2011
Mathematical Content
The Philippine mathematics education program at the elementary
and secondary levels aims to teach the most fundamental and
useful contents of mathematics and organize these into the
following strands: Numbers and Number Sense, Geometry,
Patterns and Algebra, Measurement, and Statistics and
Probability. The contents and topics are sequentially arranged with
each topic being a prerequisite. It is therefore imperative to
understand each topic and acquire the skills for every topic to avoid
gaps and future difficulties.
Cognitive demands
The cognitive demands under the proposed framework
are classified under six general categories:
1. Visualization
2. Knowing
3. Computing
4. Solving
5. Applying
6. Proving
Cognitive values
Critical and analytical thinking cannot be fully developed
without promoting desirable cognitive values. The
cognitive values that must be taught among others are:
1. Objectivity
2. Flexibility and creativity
3. Utility
4. Cultural-rootedness
5. Introspection
6. Productive disposition
0
5
Philippine
Mathematics
Curriculum
Mathematics
education in the
Philippines contains
five general contents:
Numbers and Number
Sense, Measurement,
Geometry, Patterns
and Algebra, and
Statistics and
Probability. These
general contents are
The key stage standards for the intermediate grades are
shown below.
Learning
Theories in
teaching
mathematics
Experiential Learning
The process of learning through
experience.
− It makes learning an experience that
moves beyond the classroom and strives
to bring a more involved way of learning.
- It entails a hands-on approach to learning
that moves away from just the teacher at
the front of the room imparting and
transferring their knowledge to students.
Reflective learning
• a form of education in which the
student reflects upon their learning
experiences
• Involves students thinking about
what they have read, done, or
learned, relating the lesson at hand
to their own lives and making
meaning out of the material
Reflective learning
• Typically involves looking back at
something, a past experience or
idea and critically analyzing the
event.
• Reflection will help students learn
from their past experiences and
turn surface learning into deep
Cooperative learning
• in instructional strategy that
enables small groups of students to
work together on a common
assignment
• Students can work collaboratively
on a variety of problems, ranging
from simple math problems to large
Discover learning
• that students utilize prior knowledge,
existing knowledge, and new knowledge
gained to discover new ideas, truths, or
beliefs about a topic
• Students are able to utilize their
cognitive ability to gain new knowledge
• Bruner stated that learners construct
new ideas or concepts based upon
existing knowledge
Inquiry-based learning
• Individuals are able to learn by
investigating scenarios and problems, and
through social experiences
• A process that has the potential to increase
the intellectual engagement and deep
understanding of learners
• Encouraged the students to conduct
investigations that would satisfy their
curiosity, help them broaden their
• LEARNING THEORIES Key points:
•  Experiential Learning - learning
through experience
•  Reflective Learning - reflects upon
their learning experiences
•  Cooperative Learning - working
collaboratively
•  Discovery Learning – utilizing
cognitive ability to gain new knowledge
•  Inquiry-based Learning - learning by
The only way to
learn mathematics
is to do
mathematics
- PAUL HALMOS
Activity 1

Directions: Survey at least 5 students in


elementary level (Grade 4,5,6). Ask them
the following questions: Are you afraid of
math? Why or why not? Record their
responses in a one whole sheet of paper,
no need to put the name of the students,
write (student 1 from grade 4).

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