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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”.