Principle Of teaching math

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Principles Of teaching math:

Principles Of teaching math

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1. BALANCE PRINCIPLE – Marzano (2003) states that it is ineffective to emphasize a high degree of procedural proficiency without develop conceptual knowledge.

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Frei (2008) cites some features of the balanced approach in Math teaching: a. standards-based- Math teaching should abide by the DepEd K to 12 Curriculum Guide for Mathematics.

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b. Integrated – The real-life context of teaching Math comes from integrating other subjects into Mathematics instruction . c. Engaging – When students are actively engaged, they move towards successful mastery of key concepts and meaningful learning.

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d. open to practices differentiated instruction. e. Makes use of problem-solving f. Guided practice – Teacher and students do things together , thus the “we do” strategy. g. Makes use of manipulative games and calculators

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h. assessment-driven and data-driven instruction 2. Three-tiered principle (J. Bruner) Teach Math beginning with the enactive level proceeding to the iconic level and finally to the symbolic level.

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3. For effective Math teaching, employ experiential and situated learning, reflective learning, constructivism, cooperative learning and discovery and inquiry-based learning.

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Teaching Methods

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Problem Solving Steps: Understanding the problem b. Planning and communicating a solution – Strategies can be employed:

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1. Drawing a diagram 2. Drawing a table 3. Acting it out or using concrete materials 4. Guessing and checking 5. Creating an organized list 6. Looking for a pattern

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7. creating a tree diagram 8. working backwards 9. using simpler numbers 10. open-ended problem solving 11. Analyzing and investigating 12. Using logical reasoning 13. Breaking down ideas into smaller pieces

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14. Writing a number sentence 15. Writing down ideas as work progresses so students do not forget how the problem was approached 16. Approaching the problem systematically

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17. reading the problem in order to rethink strategies if the student becomes “stuck” 18. orally demonstrating and explaining how an answer as reached

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c. Reflecting and generalizing d. Extension Other Techniques in Problem Solving Obtain the answer by trial and error Use an aid, model or sketch Search a pattern Elimination strategy

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2. Concept attainment strategy Separating important from unimportant information Searching for patterns and making generalizations Defining and explaining concepts

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Steps : Select a concept and identify its essential attributes. Present examples and non-examples of the –concepts. c. Let students identify or define the concept based on its essential attributes.

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d. Ask students to generate additional examples 3. Concept formation strategy Steps: Present a particular question or problem. Ask the students to group data with similar attributes Allow the students to group data with similar attributes

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4. Direct instruction

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