Refersto an organized, orderly,
systematic, well planned
procedure. It consists of steps
which are logically arranged
aimed at achieving the specific
aims of instruction, enhancing
greater teaching and maximizing
learning output.
My worst experience with a teacher was
during our Math class. I loved math and
really thought I knew and understood
math. But my math teacher sent me
home crying everyday because she
marked my homework and test wrong
since I used to get my positive and
negative signs wrong. I knew how to do
the problems, but I always got my
answers with wrong sign.
The scenario illustrates the
difficulties experienced by some
unfortunate learners. But can we
afford to let such kind of
teachers? They affect the way our
learners feel about math. Let’s
hope not.
Therefore, it depends upon every
teacher to strive to improve her/his
teaching style to increase the number
of children liking, and even loving
mathematics. Such should start as
early as in the elementary grades.
Furthermore, the use of varied and
appropriate teaching approaches can
entice more learners to like and love
math.
Discovery approach
The ultimate goal of this approach
is that learners learn how to learn
rather than what to learn.
For developing their higher-order
thinking skills.
This approach refers to an
“Inductive Method” of guiding
learners to discuss and use ideas
already acquired as a means of
discovering new ideas.
Demonstration
approach
Providing learners with content-
related problems that serve as the
foci for class research activities.
The teacher provides/ presents a
problem then the learners identify
the problem.
Such problem provides the focus
which lead to the formulation of
the hypothesis by the learners.
Once the hypotheses have been
formulated, the learner’s task is
to gather data to test hypotheses.
The gathered data are being
organized then data analysis
follow to arrive to
conclusion/generalization.
Math lab approach
Children in small groups work
through an assignment/ task
card, learn and discover
mathematics for themselves.
The children work in an informal
manner, move around, discuss
and choose their materials and
method of attacking a problem,
assignment or task.
Practical Work
approach (PWA)
The learners in this approach,
manipulate concrete objects and/or
perform activities to arrive at a
conceptual understanding of
phenomena, situation or concept. The
environment is a laboratory where the
natural events/ phenomena can be
subjects of mathematical or scientific
investigations. Activities can be done in
the garden or school grounds as long as
the safety of the learners is assured.
Individualized
instruction using
modules
Thispermits the learner to
progress by mastering steps
through the curriculum at his/
her own rate and
independently of the progress
of other pupils.
Individualizing instruction does not
imply that every pupil in the class
must be involved in an activity
separates and distinct form that of
every other child. There are many
ways of individualizing instruction:
grouping, modules self-learning kits/
materials, programmed materials,
daily prescriptions, contracts, etc.
Brain
Storming
Teacher elicits from the learners
as many ideas as possible but
refrains from evaluating them
until all possible ideas have been
generated.
It is an excellent strategy for
stimulating creativity among
learners.
Problem
Solving
A learner-directed strategy in
which learners “think patiently
and analytically about complex
situations in order to find
answers to questions”.
-select a simple problem that can be
completed in a short amount of time.
- Consider learner’s interest, ability level and
maturation level.
- Make sure resources (materials or
equipment) are available.
- Make sure that learners are familiar with
brainstorming before you implement
problem solving.
Cooperative learning
Eliminates competition among
learners. It encourages them to
work together towards common
goals.
It fosters positive intergroup
attitudes in the classroom. It
encourages learners to work in
small groups to learn.
The group learns a particular
content/ concept and every
member is expected to
participate actively in the
discussion with the fast
learners helping the slower
ones learn the lesson.
Integrative
technique
The integrated curriculum mode
is both a “method of teaching and
a way of organizing the
instructional program so that
many subject areas and skills
provided in the curriculum can be
linked to one another”.
Ten creative ways
to teach math
Invite children pretend to be in a
ball(sphere) or box (rectangular
prism), feeling the faces, edges and
corners and to dramatize simple
arithmetic problems such as: Three
frogs jumped in the pond, then one
more, how many are there in all?
Suggest that children show how many
feet, mouths, and so on they have.
Invite children to show numbers with
fingers, starting with the familiar, “
How old are you?” to showing
numbers you say, to showing numbers
in different ways (ex, five as three on
one hand and two on the other).
Engage children in block play that
allows them to do mathematics in
numerous ways, including sorting,
creating symmetric designs and
buildings, making patterns and so
forth
Encourage children to use
“scenes” and toys to act out
situations such as three cars on
the road or later in the year, two
monkeys in the tress and two on
the ground.
Share
books with children that
address Mathematics but are also
good stories. Later, help children
see Mathematics in any book.
Children’s ideas about
mathematics should be discussed
with all children.
Ask children to describe how they
would figure out problems such as
getting just enough scissors for their
table or how many snacks they would
need if a guest were joining the
group. Encourage them to use their
own fingers or manipulative or
whatever else might be handy for
problem solving.
Bring mathematics everywhere you go
in your classroom, from counting
children at morning meeting to setting
the table, to asking children to clean
up a given number or shape of items.
Also, use a research-based curriculum
to incorporate a sequenced series of
learning activities into your program.
Try digital cameras to record children’s
mathematical work, in their play and in
planned activities, and then use the
photographs to aid discussions and
reflections with children, curriculum
planning, and communication with parents.
Use computers wisely to mathematize
situations and provide individualized
instruction.
Use observations, discussions
with children, and small group
activities to learn about children’s
mathematical thinking and to
make informed decisions about
what each child might be able to
learn from future experiences.
Choosethe best strategy
suited to you and your
students. Explain how will you
employ it in your class.
What I hear, I forget.
What I hear and see, I remember a
little.
What I hear, see, and ask questions
about or discuss with someone
else, I begin to understand.
What I hear, see, discuss and do, I
acquire knowledge and skill.
What I teach to another, I master.
Mel Silberman
