approaches in teaching mathematics

APPROACHES IN TEACHING

MATHEMATICS

INQUIRY TEACHING

Inquiry Teaching involves 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.

THE STEPS IN THE PROCESS OF INQUIRY

• Present discrepant event or specific problematic situation.

• Encourage observation for developing a statement of

research objectives

• Ask students for observation and explanation

• Encourage the testing of the hypothesis

• Develop tentative conclusion and generalization

• Debrief the process

DEMONSTRATION APPROACH

Demonstration Approach is a

teaching strategy in which the teacher

engages “in a learning task other than

just talking about it”.

DISCOVERY APPROACH

Discovery Learning is “International

Learning” . Both the teacher and the learner

play active roles in discovery learning

depending upon on the role that the teacher

plays, this can range from guided discovery

(needs strict supervision) to free or pure

discovery (very little supervision needed)

Steps of lesson planning were adopted as given by Carin and Surd (1981)

1) Statement of the problem.2) Previous knowledge. 3) Concept to be developed.4) Specific objectives. 5) Teaching aids.6) Presentation.7) Questions of Discussion.

8) Investigative activities of students.9) Observation table made by the

students.10) Generalization 11) Open questions.12) Teacher activity.

MATH-LAB APPROACH

The Mathematics Laboratory

Approach is a method of teaching

whereby children in small groups work

through an assignment/task card, learn

and discover mathematics for

themselves.

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.

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INDIVIDUALIZED INSTRUCTION USING

MODULES

The application of Individualized Instruction permits the

learners to progress by mastering steps through the

curriculum at his/her own rate and independently of the

progress of other pupils.

BRAINSTORMING

It is a teaching strategy in which the

teacher elicits from the learners as many

ideas as possible but refrains from evaluating

them until all possible ideas have been

generated.

BRAINSTORMING USUALLY

OCCURS IN 4 PHASES

1)problem identification,

2)idea generation,

3)idea evaluation, and

4)solution implementation and evaluation.

PROBLEM-SOLVING

Problem-solving can best be defined as a

learner-directed strategy in which learners “think

patiently and analytically about complex situations

in order to find answers to questions”. A problem is

defined as a “situation in which you are trying to

reach some goal, and must find means for getting

there”.

COOPERATIVE LEARNING

Cooperative learning is helpful in

eliminating competition among learners.

It encourages them to work together

towards common goals. It fosters positive

intergroup attitudes in the classroom.

INTEGRATIVE TECHNIQUE

The Integrated Curriculum Mode (Integrative

teaching to some) 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”.