Principle Of teaching math

Category: Entertainment

Presentation Description

No description available.


Presentation Transcript

Principles Of teaching math:

Principles Of teaching math


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


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.


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.


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


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.


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


Teaching Methods


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


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


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


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


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


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


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


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.


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


4. Direct instruction

authorStream Live Help