0% found this document useful (0 votes)
20 views16 pages

MEd 313 Updated Reviewer

This document provides a comprehensive reviewer in MEd 313 - Principles and Strategies in Teaching Mathematics
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
20 views16 pages

MEd 313 Updated Reviewer

This document provides a comprehensive reviewer in MEd 313 - Principles and Strategies in Teaching Mathematics
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 16

MED 313 – PRINCIPLES AND and symbols, equations, and most importantly,

functions, to represent and analyze relationships.


STRATEGIES IN TEACHING
MATHEMATICS Statistics and Probability – all about developing
skills in collecting and organizing data using charts,
Math Education in the K-12 Curriculum tables and graphs; understanding, analyzing and
interpreting data; dealing with uncertainty; and
Mathematics – is a subject that pervades life at any
making predictions about outcomes.
age, in any circumstance. Thus, its value goes
beyond the classroom and the school. Mathematics SKILLS AND PROCESSES
as a school subject must be learned
comprehensively and with much depth. • Knowing and understanding
• Estimating, computing and solving
Twin Goals of Mathematics in the Basic • Visualizing and modeling
Education Level • Representing and communicating
Critical Thinking – actively and skillfully • Conjecturing, reasoning, proving and
conceptualizing, applying, analyzing, synthesizing, decision making
and/or evaluating information gathered from, or • Applying and connecting
generated by observation, experience, reflection,
VALUES AND ATTITUDES
reasoning, or communication, as a guide to belief
and action. • Accuracy
• Creativity
Problem Solving – finding a way around a difficulty,
• Objectivity
around an obstacle, and finding a solution to a
problem that is unknown. • Perseverance
• Productivity
Goals are achieved through:
MATHEMATICAL TOOLS
• Curriculum Content
• Skills and Processes • Manipulative Objects
• Values and Attitudes • Measuring Devices
• Tools • Calculators and Computers
• Contexts • Smartphones, Tablets, and PCs
• Internet
CONTENT AREAS
CONTEXTS
Number and Number Sense – include concepts of
numbers, properties, operations, estimation, and • Beliefs
their applications. • Environment
• Language
Measurement – the use of numbers and measures • Culture
to describe, understand, and compare mathematical • Learners’ Prior Knowledge
and concrete objects. It focuses on attributes such
• Experiences
as length, mass and weight, capacity, time, money,
and temperature, as well as applications involving Learning Principles and Theories
perimeter, area, surface area, volume and angle
measure. Experiential Learning – Learning that occurs by
sense of direct everyday experiences
Geometry – includes properties of two- and three-
dimensional figures and their relationships, spatial Situated Learning – Learning in the same context
visualization, reasoning, and geometric modelling in which concepts and theories are applied
and proofs. Reflective Learning - Learning that is facilitated by
Patterns and Algebra – studies patterns, reflective thinking
relationships, and changes among shapes and Constructivist Learning – Argues that knowledge
quantities. It includes the use of algebraic notations is constructed when the learner is able to draw ideas
from his/her own experiences and connect them to Facilitating Facets
new ideas.
Content – learners need to be equipped with strong
Cooperative Learning – Puts premium on active mathematical knowledge and understanding.
learning achieved by working with fellow learners as Lessons that are logically sequenced and
they all engaged in shared tasks interconnected enable students to learn deeply and
flexibly.
Discovery Learning and Inquiry-based Learning
– Takes place in problem solving situations. Content Domains
Learners draw on his/her own experiences and prior
knowledge to solve a problem 1. Number and Algebra
2. Measurement and Geometry
Math Education in the Matatag Curriculum 3. Data and Probability

CURRICULUM GOALS Skills – teaching and learning of mathematics needs


to include, and go beyond, calculations and
• Mathematically Proficient algorithmic procedures. Because calculations and
• Critical Problem Solvers procedures can be carried out by calculation devices
Critical Problem Solving and software applications.

solving problems is not only a goal of Disposition – incorporates appreciation of values


learning mathematics but also a major means of intrinsic to mathematics such as its coherence and
doing so. – National Council of Teachers of consistency, precision and clarity, and generality,
Mathematics (NCTM), (2000) and extendibility.

as a goal, as a process, and as a basic skill. Facilitates genuine learning and the
The process involved in solving mathematical development of the mathematical proficiency
problems from recognizing and understanding a needed for efficient and successful problem solving.
problem to modelling the problem through different SUPPORTING COMPONENTS
representations, to planning a solution, and to finally
checking whether the problem has been solved, Pedagogy – concerned with the methods used to
demonstrate that problem solving has been a very deliver a curriculum. The quality of mathematics
important life skill for 21st century citizens to learning depends of the quality of the various
possess. learning experiences employed to engage and
instruct learners.
Inter-twinning Stands
Assessment – complements pedagogical
Conceptual Understanding – comprehension of approaches and is vital aspect of curriculum
mathematical concepts, operations and relations implementation in mathematics. It can be in the form
of formative and summative and should be
Procedural Fluency – skill in carrying out
administered in various forms.
procedures flexibly, accurately, efficiently, and
appropriately Resources – Learning of mathematics needs to be
supported with variety of teaching and learning
Strategic Competence – ability to formulate,
resources. Electronic and print resources need to be
represent, and solve mathematical problems
carefully selected and judiciously used. Teachers
Adaptive Reasoning – capacity for logical thought, and other instructional leaders are acknowledged as
reflection, explanation, and justification key resources in the implementation of the
curriculum.
Productive Disposition – habitual inclination to see
mathematics as a sensible, useful, and worthwhile, Underlying Principles and Strategies
coupled with a belief in diligence and one’s own
efficacy Approach – a broad, overarching philosophy or set
of principles that guide teaching and learning. It
reflects the underlying theories and beliefs about
how students learn best. It shapes the overall goals inquiry-based, reflective, collaborative
and direction of instruction. and integrative;
• The curriculum shall adhere to the principles
Characteristics
and framework of Mother Tongue-Based
• Rooted in educational theories Multilingual Education (MTB-MLE);
• Influences the general style and attitude of • The curriculum shall use the spiral
teaching progression approach to ensure mastery of
• Determines the choice of methods and knowledge and skills after each level; and
techniques • The curriculum shall be flexible enough to
enable and allow schools to localize,
Method – a systematic plan or procedure for indigenize and the same based on their
teaching a particular subject or skill. It represents the respective educational and social contexts.
general plan for presenting content-based on the
chosen approach. They are more specific than Teaching Approaches of the K to 12 Curriculum
approaches but still broad enough to include a
Learner-centered – the choice of teaching method
variety of techniques.
and technique has the learner as the primary
Characteristics consideration.

• Involves specific sequences and structures Inclusive – no student is excluded from the circle of
for teaching. learners.
• Guides the organization of content and Developmentally Appropriate – the task required
activities. of students are within their developmental stages.
• Adaptable to different contexts and learner
needs. Responsive and Relevant – making your teaching
meaningful.
Technique – a specific instructional activity or tool
used within a method to accomplish immediate Research-based – for more interesting, updated,
objectives. more convincing and persuasive teaching approach.

Characteristics Culture-sensitive – mindful of the diversity of


cultures in your classroom. Anchored on respect for
• Focuses on practical steps and activities. cultural diversity.
• Can be varied and combined to fit different
methods. Contextualized and Global – exerting efforts to
• Often involves specific teaching tools or extend learning beyond the classroom into relevant
strategies. contexts in the real world.

The Teaching Approaches of the Subjects in Constructivist – students learn by building upon
their prior knowledge. This prior knowledge is called
the K to 12 Curriculum
schema.
Standards and Principles in Developing
Inquiry-based and Reflective – the core of the
Enhanced Basic Education
learning process is to elicit student-generated
• The curriculum shall be learner-centered, questions.
inclusive and developmentally
Collaborative – involves group of students or
appropriate;
teachers and students working together to learn
• The curriculum shall be relevant, responsive together by solving a problem, completing a task, or
and research-based; creating a product.
• The curriculum shall be culture-sensitive;
• The curriculum shall be contextualized and Integrative – can be intradisciplinary,
global; interdisciplinary, or transdisciplinary.
• The curriculum shall use pedagogical Spiral Progression – develop the same concepts
approaches that are constructivist, from one grade level to the next in increasing
complexity.
MTB-MLE-Based – teaching is done in more than where students are, linking new information to what
one language beginning with the Mother Tongue. RA they already know. This process helps students
10533 states MTB-MLE “starts from where the integrate new concepts into their existing cognitive
learners are and from what they already know structures.
proceeding from the known to unknown”.
Learning Through Experience – Constructivist
DIFFERENT METHODS OF TEACHING teaching emphasizes experiential learning, where
students learn by doing. Activities are designed to
Direct and Indirect Method provide students with experiences that promote
• Direct method is teacher-dominated. discovery, reflection, and application of new
• Indirect method is learner-dominated. knowledge in various contexts.

Deductive and Inductive Method Collaborative Learning – Social interaction and


collaboration are essential components of
• Deductive method is beginning your lesson constructivist teaching. Students are encouraged to
with a generalization, a rule, a definition, and work in groups, discuss ideas, and learn from each
end with examples and illustrations or with other. This collaborative environment helps students
what is concrete. develop communication and interpersonal skills
• Inductive method begins the lesson with while learning from diverse perspectives.
examples, what is known, with the concrete
Scaffolding – In constructivist teaching, teachers
and with details and end with students giving
provide support to students as they learn new
generalization, abstraction or conclusion.
concepts. This support is gradually removed as
Constructivist Teaching students become more proficient, encouraging
independence and confidence in learning.
Constructivist Teaching
Problem-Based Learning – Constructivist teaching
learning occurs when learners are actively often involves problem-based learning, where
involved in a process of meaning and knowledge students are presented with real-world problems to
construction as opposed to passively receiving solve. This approach helps students develop critical
information. Learners are the makers of meaning thinking and problem-solving skills, as they must
and knowledge. apply their knowledge and think creatively to find
an educational approach based on the solutions.
constructivist theory of learning, which posits that Reflective Thinking – is a crucial aspect of
learners construct their own understanding and constructivist teaching. Students are encouraged to
knowledge of the world through experiences and think about their learning processes, what strategies
reflecting on those experiences. worked or didn't work, and how they can apply what
it emphasizes the active role of the learner in they’ve learned in different situations. This
the learning process, where learners are seen as metacognitive approach helps deepen
active agents in their education, rather than passive understanding and promotes lifelong learning.
recipients of information. Strategies for Implementing Constructivist
Key Principles of Constructivist Teaching Teaching

Active Learning – Constructivist teaching Encourage Inquiry-Based Learning – Pose open-


encourages students to actively participate in their ended questions that require students to think
learning process. This involves engaging in hands- critically and explore different possibilities.
on activities, experiments, discussions, and projects Encourage them to ask their own questions and
where they can explore, ask questions, and discover investigate answers through research and
new concepts on their own. experimentation.

Building on Prior Knowledge – Learners come to Use Real-World Problems – Design activities and
the classroom with their own set of experiences and lessons around real-world problems that are relevant
knowledge. Constructivist teaching starts from to the students' lives. This approach helps students
see the practical application of their learning and
motivates them to engage more deeply with the theory of cognitive development, which emphasizes
material. the fundamental role of social interaction and cultural
context in the development of cognition. He
Create a Collaborative Learning Environment –
introduced key concepts such as the Zone of
Foster a classroom environment where students feel
Proximal Development (ZPD).
comfortable sharing ideas, asking questions, and
working together. Group activities, peer teaching, John Dewey (1859-1952) – was an American
and collaborative projects can help achieve this goal. philosopher and educator who is often associated
with the early development of constructivist
Facilitate, Don’t Dictate – Instead of directly
education. He emphasized the importance of
providing information, guide students in their
experiential learning, where education should be
learning journey. Act as a facilitator by providing
grounded in real-world experiences and problem-
resources, asking probing questions, and
solving activities that are relevant to the students'
encouraging exploration. This approach empowers lives.
students to take ownership of their learning.
Jerome Bruner (1915-2016) – an American
Integrate Technology – Use technology to enhance
psychologist, expanded on Piaget's ideas and
the learning experience. Online simulations, virtual
introduced the concept of discovery learning. He
labs, and collaborative tools can provide additional
believed that learners should construct their own
platforms for exploration and collaboration, making
knowledge by exploring and discovering new
learning more dynamic and engaging.
information through active engagement with content.
Use Formative Assessments – Incorporate various
Ernst von Glasersfeld (1917-2010) – a philosopher
formative assessment techniques, such as
and educator, he is known for his work in radical
observations, journals, and discussions, to monitor constructivism.
students’ understanding and provide feedback. This
helps in adjusting instruction based on students' Constructivism in Mathematics Teaching
needs and promoting continuous improvement. In mathematics teaching, constructivism
implies that students learn mathematics best when
Encourage Reflection and Self-Assessment –
they are actively involved in the learning process and
Have students reflect on their learning experiences,
when they construct their understanding through
what they’ve learned, and how they’ve learned it. exploration, discussion, and reflection.
Encourage them to set personal learning goals and
self-assess their progress toward achieving these Key Principles of Constructivism in Mathematics
goals.
Active Learning – students actively engage in
Benefits of Constructivist Teaching solving problems, manipulating objects, and
• Deeper Understanding exploring mathematical concepts rather than
• Enhanced Critical Thinking and Problem- passively listening to explanations.
Solving Skills
Building on Prior Knowledge – lessons are
• Improved Retention and Transfer
designed to connect new mathematical ideas to
• Increased Motivation and Engagement students’ existing knowledge, allowing them to build
• Development of Collaboration and new understanding on what they already know.
Communication Skills
Social Interaction – learning is viewed as a social
Key Proponents of Constructivism activity. Students learn mathematics by discussing,
Jean Piaget (1896-1980) – renowned for his theory sharing, and debating ideas with peers.
of cognitive development, which outlines how Encouragement of Exploration – students are
children construct knowledge through stages of encouraged to explore multiple ways to solve
development. He believed that learning is a process problems and to use different strategies to find
of building upon previous knowledge through solutions.
assimilation and accommodation.
Lev Vygotsky (1896-1934) – a Russian
psychologist that developed the sociocultural
Various Constructivism Strategies Key Characteristics of Interactive Teaching
Inquiry-Based Learning (IBL) – an approach • Active Participation
where students are encouraged to explore • Student-Centered Approach
mathematical concepts by asking questions, • Collaborative Learning
investigating problems, and developing their own • Feedback and Reflection
understanding through exploration and discovery. • Flexible and Adaptive
Encouraging students to ask questions, Why do we promote interactive teaching?
explore, and investigate mathematical concepts on • Learning is an active process
their own or in groups. This strategy fosters curiosity • Learning is a social process
and deepens understanding.
Teacher’s task in Interactive Teaching-Learning
Collaborative Learning – a strategy where
• Must ask specific, non-intimidating feedback
students work together in small groups to solve
questions and HOTS questions
problems, complete tasks, or explore mathematical
• Must make the focus of the interaction clear
concepts. This approach leverages the collective
• Must create the climate favorable for genuine
intelligence and diverse perspectives of the group to
interaction
enhance learning.
• Must do less talk so students talk more
Problem-Based Learning – involves presenting
students with complex, real-world problems that Collaborative Learning
require them to apply various mathematical An effective class interaction paves the way
concepts and skills to find solutions. This strategy to collaboration. Interaction is the beginning of
emphasizes the application of knowledge in practical collaboration.
contexts.
“Coming together is the beginning; keeping
Reflective Learning – involves encouraging together is progress; working together is a success”
students to reflect on their learning experiences, - Henry Ford
think about how they learn, and develop a deeper
understanding of mathematical concepts and their Teacher’s task in Collaborative Learning
applications.
• Begin with the conviction that every student
Features of Constructivist Teaching can share something in the attainment of a
• Authentic activities and real-world goal
environments • Structure tasks in a way that the group goal
• Multiple perspectives cannot be realized without the members
• Wholistic, integrative collaborating
• Self-directed learners • Make the goal clear to all
• Meaningful learning • Ensure that guidelines on procedures are
clear especially on how their performance
Interactive teaching will be assessed
An educational approach that actively • Must make clear that at the end of the
activity, they have to reflect together
engages students in the learning process through
dynamic, participatory methods. Unlike traditional Integrative Teaching and Learning
lecture-based instruction where students passively
receive information, interactive teaching Interdisciplinary teaching. Integrate comes from
emphasizes collaboration, discussion, hands-on the Latin word “integer” which means to make whole.
activities, and the use of technology to create a more Integrative teaching and learning means putting
engaging and effective learning environment. together separate disciplines to make whole.

The word interactive reminds us of people Transdisciplinary teaching. This means


with whom the learner interacts in order to learn. The connecting lifeless subject matter to life itself. When
interaction can be collaborative and so we have the subject matter gets connected to real life, it
collaborative teaching and learning. becomes alive and interesting.
Three-level teaching. Integrative teaching is also Dale’s Cone of Experience – First introduced in
done when you integrate knowledge, skills and Dale’s 1946 Book. “Audio-Visual Methods in
values in a lesson. Teaching; is a model that incorporates several
theories related to instructional design and learning
processes.

Multiple Intelligences-based and Learning Style-


based teaching. If integrative teaching is making
things whole, it also means putting together the
multiple intelligences (MI) and considering learners’
varied learning styles.
Inquiry-based Teaching
Direct and Purposeful Experience – are firsthand
Constructivist teaching is also inquiry-based.
experiences that serve as the foundation of learning;
As the name implies, this is teaching focused on
concept formation and abstraction.
inquiry or question.
Contrived Erxperience - it is edited copies of reality
It is enhanced by involvement with a
and are used as substitutes for real things when it is
community of learners, each learning from other in
not practical or not possible to bring or do the real
the social interaction. The problem-based learning is
thing in the classroom; design to stimulate to real-life
a perfect example of inquiry-based teaching and
situations
learning.
Dramatized Experience – a process of
Inquiry-based Learning Activities
communication in which both participant and
Some specific learning processes that people spectators are engaged
engage in during inquiry-learning include:
Demonstrations – visualized explanation of an
• Creating questions of their own important fact or idea or process; may require
• Obtaining supporting evidence to answer the nothing more than observation or students may be
question(s) asked to do what has just been shown how to do
• Explaining the evidence collected Study Trips – undertaken primarily for the purpose
• Connecting the explanation to the knowledge of experiencing something that cannot be
obtained from the investigative process encountered within the classroom; a rich experience
Dale’s Cone of Experience in learning about objects, systems, and situations

Edgar Dale (April 27, 1900 in Benson, Minnesota, – Exhibits – present objects or processes otherwise
March 8, 1985 in Columbus, Ohio) impossible inside the classroom; exposure to new
ideas, discoveries, inventions
• Serve the Ohio State University Faculty from
1929 until 1970. Educational Television – it is use of television
• He was an Internationally Renowned program in the field of distance learning
Pioneer in the utilization of Audio-Visual Motion Pictures – a solution to time and space
material in the instructions. constraints; provides “windows to the world”;
• The Father of Modern Media in Education effective for presenting movement, continuity of
• An American educator who developed the ideas or events; substitute for dangerous direct
Cone of Experience. learning experiences
Recording/Radio/Still Pictures – attention-getting, personal success as well as the success of every
particularly projected views; concretize verbal member of the group.
abstractions
Individual and Group Accountability – the group
Visual Symbols – chalkboard/whiteboard, flat is accountable for achieving its goals, and each
maps, diagrams, charts; fits the tempo of member must be accountable for contributing a fair
presentation of idea, topic or situation share of the work toward the group goal. No one can
"hitchhike" on the work of others. The performance
Verbal Symbols – principal medium of
of each individual must be assessed and the results
communication; bear no physical resemblance to the given back to the group.
objects or ideas for which they stand; may be a word
for concretion, idea, scientific, principle, formula or Interpersonal and Small Group Skills – are
philosophic aphorism required to function as part of a group. These are
basic teamwork skills. Group members must know
Understanding Cooperative Learning how to - and be motivated to -provide effective
Structures leadership, make decisions, build trust,
Cooperative learning communicate, and manage conflict.
• Completing tasks
a structured form of group work where • Communicating
students work together towards a common goal, with • Decision making
specific roles and responsibilities assigned to each • Managing conflict
group member. It is often teacher-directed, with a • Appreciating group members
clear structure and expectations for each student's
contribution. Face-to-Face Promotive Interaction – students
promote each other's success by sharing resources.
generally defined as a teaching arrangement They help, support, encourage, and praise each
in which small, heterogeneous groups of students other's efforts to learn. Both academic and personal
work together to achieve a common goal. support are part of this mutual goal.
Cooperative learning structures such as Group Processing – group members need to feel
jigsaw and think-pair-share are widely used in free to communicate openly with each other to
college classrooms. The two most basic principles of express concerns as well as to celebrate
cooperative learning involve positive accomplishments. They should discuss how well
interdependence and individual accountability. they are achieving their goals and maintaining
Characteristics of Cooperative Learning effective working relationships.

• Structured Tasks Cooperative Learning Structures in Mathematics


• Assigned Roles Teaching
• Teacher's Role Think-Pair-Share: Students first think individually
• Focus on Individual Accountability about a math problem or concept. Then, they pair up
with a partner to discuss their thoughts and
The best answer to the question, 'What is the most
solutions. Finally, pairs share their findings with the
effective method of teaching?' is that it depends on
larger group or class.
the goal, the student, the content, and the teacher.
But the next best answer is, 'Students teaching other Jigsaw: The class is divided into small groups
students.' – Wilbert J. McKeachie (home groups). Each group member is assigned a
different segment of a larger math topic to learn.
Five Elements of Cooperative Learning
Students then meet with members from other groups
Positive Interdependence – the group has a clear assigned the same segment (expert groups) to
task or goal so everyone knows they sink or swim discuss and master the content. They return to their
together. The efforts of each person benefit not only home groups to teach their segment to the rest of the
the individual, but also everyone else in the group. group.
The key to positive interdependence is committing to
Numbered Heads Together: Students are placed in 5 Keys to Good Room Arrangement
groups, and each member is assigned a number.
Use a room arrangement consistent with your
The teacher poses a question or problem, and
instructional goals and activities.
students "put their heads together" to discuss and
agree on an answer. The teacher then calls a • The way your room is arranged should
number, and the student with that number from each coincide with the goals and activities set for
group shares their group’s answer. the lesson. Arranging the physical setting for
teaching is a logical starting point for
Peer Tutoring: Students are paired so that one classroom management because it is a task
serves as a tutor and the other as a tutee. The tutor that all teachers face before school begins.
helps the tutee understand a specific math concept Many teachers find it easier to plan other
or solve a problem, offering guidance and feedback. aspects of classroom management once
they know how the physical features of the
Cooperative Problem Solving: Groups are given a
classroom will be organized.
challenging math problem or set of problems to solve
collaboratively. Students must discuss strategies, Keep high traffic areas free of congestion.
decide on an approach, and work together to find a • Areas such as the pencil sharpener and
solution. trashcan should be visible and easily
accessible.
Pairs Check: Students work in pairs to solve math
problems. One student solves a problem while the Be sure students are easily seen by the teacher.
other checks the work. They switch roles after each • Makes sure the desks are positioned where
problem. all students can view the teacher and vice
versa.
Classroom Management Routines for
Cooperative Learning Be certain students can easily see instructional
presentations and displays.
Group Formation and Role Assignment. Establish
clear procedures for forming groups and assigning • Makes sure desk are set up so the students
roles within each group to ensure balanced can view bulletin boards, white boards, and
participation and accountability. any other display of importance in the
classroom.
Setting Clear Group Work Expectations:
Establish and communicate clear expectations for Keep frequently used teaching materials and student
group work behavior and output to maintain focus supplies readily accessible.
and productivity. • Make sure there is easy access to the
efficient storage of materials and supplies
Using Signals for Attention and Transitions:
Develop non-verbal signals to manage transitions Arrangement of Student desks – Arrange desks so
and get students’ attention during group activities. students are facing and can readily see the primary
whole-group instructional area.
Time Management Strategies: Implement
strategies for managing time effectively during Small-Group Instruction Areas – Arrange this area
cooperative learning activities. so you can monitor the rest of the class from your
seated teaching position.
Peer Feedback and Reflection Sessions:
Incorporate peer feedback and reflection into group “Routines are the backbone of daily classroom life.
work activities to promote self- assessment and They facilitate teaching and learning... Routines
continuous improvement. don’t just make your life easier, they save valuable
classroom time. And what’s most important, efficient
Reward and Recognition Systems: Implement a routines make it easier for students to learn and
system to reward and recognize positive group achieve more."
behaviors and achievements. — Learning to Teach...not just for beginners by
Linda Shalaway
Establish a Noise Control System: Set up a noise
control system to manage the noise level during
cooperative learning activities.
Reflective Teaching planned, teachers can reflect on why they were
unsuccessful and consider alternative approaches.
Reflective teaching is an approach where For example, if students struggled with a concept,
educators critically examine their own teaching the teacher might adjust their explanations or
practices, assess their effectiveness, and consider incorporate different examples.
how they can improve their teaching strategies and
outcomes. Soliciting Student Feedback. Teachers can gather
This process involves regularly reviewing feedback from students about what they found
and reflecting on one's teaching experiences, helpful or confusing. This input can guide
student interactions, and learning outcomes to adjustments in teaching methods or materials to
enhance the quality of instruction and learning. It better support student learning.
often includes analyzing successes, identifying
Peer Observations and Discussions.
areas for improvement, and integrating new
Collaborating with colleagues to observe each
strategies based on reflection.
other’s teaching can provide valuable insights.
SIGNIFICANCE OF REFLECTIVE TEACHING Teachers can reflect on these observations to gain
new perspectives and ideas for their own practice.
Improves Teaching Practice. Reflective teaching
allows educators to identify what works well and REFLECTION TECHNIQUES IN MATHEMATICS
what doesn’t, leading to continuous improvement in TEACHING AND LEARNING
their teaching methods. By reflecting on their
Journaling. Teachers can maintain a reflective
practices, teachers can make informed decisions to
journal where they document their teaching
enhance their instructional strategies.
experiences, challenges faced, and strategies used.
Enhances Student Learning. By evaluating and Regularly reviewing these entries helps identify
adapting their teaching approaches, teachers can patterns and areas for improvement.
better address the diverse needs of their students,
Video Analysis. Recording and reviewing
leading to more effective and engaging learning
classroom lessons allows teachers to observe their
experiences. This reflection helps in tailoring
own teaching practices, interactions with students,
instruction to meet the varied learning styles and
and classroom dynamics. This technique provides
abilities of students.
an objective view of their teaching and helps in
Promotes Professional Growth. Engaging in identifying areas for enhancement.
reflective teaching encourages teachers to engage
Action Research. Teachers can conduct action
in lifelong learning and professional development. It
research projects to investigate specific aspects of
supports the growth of critical thinking skills and
their teaching practice. This involves identifying a
fosters a mindset of continuous improvement and
problem, implementing a strategy, and evaluating its
adaptability.
impact. Reflection on the results helps in refining
Builds a Reflective Culture. Reflective teaching teaching practices.
encourages a culture of openness and collaboration
Teaching Portfolios. Creating a teaching portfolio
among educators. It promotes sharing of best
that includes lesson plans student work, reflections,
practices and collaborative problem-solving, leading
and evaluations provides a comprehensive view of
to improved teaching environments and outcomes.
teaching practices. Reviewing and updating the
DEMONSTRATING REFLECTIVE TEACHING IN portfolio regularly supports ongoing reflection and
MATHEMATICS professional growth.

Analyzing Lesson Effectiveness. After a math Inquiry-Based Teaching


lesson, teachers can reflect on how well the students
WHAT IS INQUIRY-BASED TEACHING?
understood the concepts. They might review student
performance, test results, and feedback to assess Inquiry-based teaching, also known as
whether the lesson met its objectives. inquiry-based learning or inquiry-based education, is
an educational approach that places a strong
Adjusting Instructional Strategies. If certain
emphasis on students actively engaging in the
teaching methods or activities didn’t work as
learning process through inquiry and exploration. It Benefits of Inquiry-Based Teaching
is a student-centered approach that encourages
Promotes Critical Thinking: Inquiry-based
critical thinking, problem-solving, and a deeper
understanding of subject matter. teaching encourages students to think critically,
analyze information, and make connections
Inquiry-based teaching is a teaching method between concepts. They learn how to evaluate
that combines the curiosity of students and the evidence and draw conclusions.
scientific method to enhance the development of
critical thinking skills while learning science. Fosters Curiosity: It sparks curiosity and a genuine
interest in learning. Students become more
As learners encounter problems they do not motivated when they have the autonomy to explore
understand, they formulate questions, explore topics they find interesting.
problems, observe, and apply new information in
Encourages Lifelong Learning: Inquiry-based
seeking a better understanding of the world. The
learning equips students with the skills and mindset
natural process the learners follow when seeking
necessary for lifelong learning. They become self-
answers and deeper understanding closely follows
directed learners who can adapt to new challenges
the generally accepted scientific method. Often, the
and information.
answers proposed by learners lead to even more
questions—much like the outcomes of research. Enhances Problem-Solving Skills: By tackling
Key Principles of Inquiry-Based Teaching real-world problems, students develop problem-
solving skills that are applicable beyond the
Questioning: At the heart of inquiry-based teaching classroom.
is the art of asking questions. Teachers encourage
Personalizes Learning: This approach allows for
students to ask open-ended questions, fostering
personalized learning experiences as students can
curiosity and exploration. Students are encouraged
pursue topics of interest and at their own pace.
to seek answers, not just memorize facts.
Challenges of Inquiry-Based Teaching
Active Engagement: Students are actively
engaged in the learning process. They are Teacher Preparedness: Implementing inquiry-
encouraged to explore, investigate, and experiment based teaching requires teachers to be well-
with the subject matter. This hands-on approach prepared and skilled in guiding students through the
helps them construct their own understanding. inquiry process. It can be challenging for educators
who are used to more traditional teaching methods.
Problem Solving: Inquiry-based teaching often
presents students with real-world problems or Assessment: Traditional assessment methods may
scenarios to solve. This not only deepens their not align with the inquiry-based approach, making it
understanding of the subject but also helps them challenging to evaluate students' understanding and
develop critical thinking and problem-solving skills. progress accurately.
Collaboration: Group work and collaboration are Time-Consuming: Inquiry-based teaching can be
often integral to inquiry-based teaching. Students time-consuming, especially when compared to more
work together to investigate and solve problems, lecture-based approaches. It may require additional
which mirrors the collaborative nature of many real- planning and resources.
world tasks.
Student Resistance: Some students may initially
Reflection: Self-reflection is an important resist inquiry-based learning, as it requires them to
component of inquiry-based teaching. Students are take more responsibility for their learning, and they
encouraged to reflect on their learning process, the may be uncomfortable with this shift in roles.
questions they asked, and the solutions they found.
This helps them become more metacognitive Resource Constraints: Not all schools or
learners. educational settings may have the necessary
resources, such as materials, technology, or
supportive administrators, to fully implement inquiry-
based teaching.
Levels of Inquiry students’ mind and motivate them for using related
situations.
Exploration
The second is the explore phase which is the
student-centered discover stage that provides an
opportunity for the students to organize what they
have found by developing hypotheses.
In this phase, students try to solve the given
problem simply by working, discussing and
experimenting within groups. They can freely
announce their opinions, test every idea and
unregister the results. Also, they try to interpret and
explain the results of their observations.
Students engage in five activities when they engage Explanation
in inquiry learning and use the scientific method, as
noted in the National Science Education Standards The third stage in the instructional model is
published by the National Academy of Sciences. more teacher-directed and guided by the students’
Although these tasks occur in a logical progression, experience in the previous phase (Duran and Duran
inquiry is a fluid process, and one task may lead 2004).
back to a previous task. This process is illustrated. Students explain their understanding of
5E’s MODEL concepts and the teacher corrects students’
misconceptions (Bybee 2009).
Out of many Models of teaching under Constructivist
approach, 5E model is one of the most popular and During this phase the teacher may provide
recognized Models throughout the world. formal definitions, notes, and labels (Duran and
Duran2004).
Elaboration
In here, students may practice new
knowledge they acquired, suggest solutions, create
new problems and make decisions or even introduce
logical implications. In the elaboration phase, the
new learned concepts are being corroborated and its
permanence is supported.
Evaluation
According to Bybee (2009), “The evaluation
phase encourages students to assess their
understanding and abilities and provides
opportunities for teachers to evaluate student
Engagement progress toward achieving the educational
objectives” (p. 5).
The 5E learning cycle model begins with the
engage phase. In this phase, the teacher begins by Formative and summative assessment are
giving interesting warm-up activity. This is merely to appropriate in this phase.
encourage students to come up with different ideas
According to Williams (2019):
and queries.
A focus on content at the expense of process
This phase also provides opportunities in
in STEM education (and all education, really) will
determining students’ misconceptions. This phase
inhibit student learning, because the important
can be used in order to create disequilibrium in
learning occurs through the activities of the process.
When the learning of content is necessary so it can
be applied, through an activity to a situation, such
content is perceived as relevant and so will be learnt
more effectively and efficiently. (p. 3)
Lesson Planning using 5E’s in Mathematics
Executing of the 5E’s
1. provide effective and sustained professional
development in mathematics content,
pedagogy, and assessmentfor secondary
teachers;
2. implement quality inquiry-based
mathematics curriculum and instruction;
3. coordinate curriculum, classroom practice,
and student assessment with the district-
adopted mathematics courses of study and
statewide curriculum models and
assessments; and
4. enhance the mathematics content
knowledge of secondary teachers and
students.
Direct Instruction
Direct instruction is a traditional teaching
method in which the teacher takes a central role in
delivering information and content to students.
Key features of direct instruction
Teacher-Centered: The teacher is the primary
source of knowledge and instruction. They deliver
content through lectures, presentations, or
structured lessons.
Structured Curriculum: Direct instruction typically
follows a predetermined curriculum and syllabus.
Lessons are often well-organizedand sequenced.
Explicit Teaching: Concepts and skills are explicitly
taught, and there is often a focus on clear
explanations and demonstrations.
Assessment: Assessment and evaluation are
important components, with regular testing and
quizzes to gauge student understanding.
Efficiency: Direct instruction can be efficient in
delivering a large amount of content in a relatively
short time.
Flipped Classroom Integrating ICT in Mathematics Teaching

Flipping the classroom is a pedagogical approach Asynchronous Communication


that reverses the traditional teaching model. In a A student-centered learning method using online
flipped classroom,
resources to facilitate information outside the
• Students are introduced to new content constraints of time and place among people.
outside of class, typically through video Types of Asynchronous
lectures, readings, or online resources.
• Class time is used for interactive activities, Email. Announcements, assignments, course
discussions, problem-solving, and applying materials, and messages.
what was learned during preclass
Text. Like email but shorter messages.
preparation
• The focus shifts from the teacher delivering Discussion Forums. Help support, discussions
content to students actively engaging with insights and resources.
the material in a collaborative and inquiry-
Advantages
based manner.
• Students can progress at their own pace, • Available anytime
with opportunities for personalized learning • Available anyplace
and additional support as needed. • Can incorporate a variety of media.
• The teacher takes on the role of a facilitator, • Documentation of collaboration process
providing guidance, answering questions, (cloud technology).
and facilitating discussions during class time. • Can be used for one to one communication
How does Flipped Classroom work? and one to many communication.
• More time for reflection.
There is no single model for the flipped classroom - • Contribution to discussion can be more
the term is widely used to describe almost any class evenly distributed.
structure that provides prerecorded lectures • More opportunity for students to share
followed by in class exercise. multiple perspectives.
Blended Classroom Learning • Avoidance of undesirable classroom
behaviour.
Blended learning combines traditional face-toface
instruction with online learning activities. It Disadvantages
incorporates both in-person teaching and digital
• No immediate feedback.
tools to support learning.
• Technology can be costly.
Effectiveness of Blended Classroom Instruction • Written ideas may be misinterpreted.
in Mathematics • Learner may feel less engaged due to lag in
response time to forum posts or questions.
• Students can move at their own pace,
revisiting difficult concepts or accelerating Asynchronous Communication System
through topics they understand well. Facilitating Learning in Mathematics Teaching
• Interactive digital tools like simulations,
• Recorded sessions allow students time to
games, and videos can make abstract
digest the session content and/or conduct
mathematical concepts more tangible.
further research before posing questions in a
• Online assessments provide instant
discussion group.
feedback, helping students identify areas
• Students can access the course content, and
that need improvement.
initiate or respond to interactions with the
• Blended learning allows for peer interaction
instructor and their peers, when it best suits
through discussion boards, group projects,
their schedule.
or collaborative problemsolving exercises,
even outside the classroom.
• Students can re-watch recorded sessions to Application of Different Digital Tools for
deepen their learning, or to review content Communication Skills Development in
prior to a final exam. Mathematics Learning
• Allows students to work around
unanticipated challenges such as falling sick TERMS:
for a week, or dealing with a family Digital tools. programs, websites or online
emergency. resources that can make tasks easier to complete.
Synchronous Communication Communication Skills. abilities you use when
• happens in real time giving and receiving different kinds of information.
• Not Exactly Anywhere, Anyhow, Anytime Communication skills involve listening, speaking,
observing and empathizing.
• one-to-one and one-to-many synchronous
communication Mathematics Learning. broadly defined as the
Types of Synchronous acquisition of new knowledge, skills, and affects that
are related to quantity, space, and structure.
• Live Meeting
Collaborating Online
• Audio Conference
• Computer-assisted conference A way to develop students’ communication
• Video Conference IM (instant messaging) skills in mathematics learning by utilizing digital
• Texting tools.

Advantages Collaborating Online: Digital Strategies for


Group Work
• Classroom Engagement
• Dynamic Learning Online collaboration. the process of connecting
• Instructional Depth users digitally to communicate in an online space.

Disadvantages • Assessing the Project or Task


• Using Technology to Organize the Project
• Rigid Schedule • Using Technology for Presentation
• Technical Difficulties
Assessing the Project or Task
Synchronous Communication System
Facilitating Learning in Mathematics Teaching Assessing Task. “What does the project entail?
What is its purpose?”
• Students can ask questions and get answers
in real-time, as the session is proceeding. Determine a timeframe. “How long should the
• The instructor can gauge the students project take?”
understanding in realtime, and adjust the Delegate Responsibilities. “What will be each
session accordingly. group member’s role and what should each one do?”
• Students feel an increased sense of the
instructor actually “being there”. Using Technology to Organize the Project
• Instructors can facilitate workshop-style Determine the best technological tool to
classes and run breakout group activities complete the task.
• Live chats or office hours allow for real-time
interaction, like a conversation. Google Drive. you can save any attachment to your
• Synchronous sessions provide a schedule to Drive to organize and share them in a single, safe
help students who struggle with task initiation place.
to stay on track Create and collaborate with others. Share
documents and files, build out spreadsheets and
make a presentation.
“Which technology will work best for a specific
project?”
Using Technology to Organize the Project
Multimedia files and documents. Multimedia is
content that uses a combination of different content
forms such as text, audio, images, animations, video
and interactive content. “Should you use or do you
need multimedia files and documents?”
Revising and editing is required. “What kind of
editing and revising is required or needed?”
Using Technology for Presentation
In this section we will consider the following
questions:

• What type of presentation (or end product) is


required?
• What tools will best help the group deliver a
coherent presentation of the project?
• What technologies can help create the
presentation?

You might also like