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Approaches in teaching mathematics
The document discusses several approaches to teaching mathematics: inquiry teaching which involves presenting problems for students to research; demonstration which involves the teacher modeling tasks; discovery which involves active roles for both teachers and students; and math-lab which has students work in small groups on tasks. It also discusses techniques like brainstorming, problem-solving, cooperative learning, and integrated teaching across subjects.
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Overview of various teaching strategies for effective math instruction.
Inquiry Teaching involves presenting problems for students to research, encouraging observation and hypothesis testing.
Demonstration Approach engages students through active learning tasks beyond simple discussions.
Discovery Learning emphasizes active roles of both teacher and learner in a structured or unstructured manner.
Key steps in lesson planning include stating the problem, assessing prior knowledge, and defining concepts.
Math-Lab Approach promotes collaborative group work through task cards to facilitate self-discovery in learning.
Practical Work Approach involves hands-on activities with concrete objects for conceptual understanding.
Individualized Instruction enables students to learn at their own pace, focusing on personal mastery of concepts.
Brainstorming involves generating numerous ideas without evaluation, progressing through phases of evaluation and implementation.
Problem-solving encourages analytical thinking in students to achieve goals through structured inquiry.
Cooperative Learning promotes collaboration among students and fosters positive relationships in the classroom.
Integrative Technique links various subjects and skills, creating a cohesive instructional program.
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Approaches in teaching mathematics
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- 2. INQUIRY TEACHING Inquiry Teachinginvolves 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.
- 3. THE STEPS INTHE 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
- 4. DEMONSTRATION APPROACH Demonstration Approachis a teaching strategy in which the teacher engages “in a learning task other than just talking about it”.
- 6. DISCOVERY APPROACH Discovery Learningis “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)
- 7. Steps of lessonplanning 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.
- 8. MATH-LAB APPROACH The MathematicsLaboratory Approach is a method of teaching whereby children in small groups work through an assignment/task card, learn and discover mathematics for themselves.
- 9. 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.
- 10. INDIVIDUALIZED INSTRUCTION USING MODULES Theapplication 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.
- 11. BRAINSTORMING It is ateaching 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.
- 12. BRAINSTORMING USUALLY OCCURS IN4 PHASES 1) problem identification, 2) idea generation, 3) idea evaluation, and 4) solution implementation and evaluation.
- 13. PROBLEM-SOLVING Problem-solving can bestbe 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”.
- 14. COOPERATIVE LEARNING Cooperative learningis helpful in eliminating competition among learners. It encourages them to work together towards common goals. It fosters positive intergroup attitudes in the classroom.
- 15. INTEGRATIVE TECHNIQUE The IntegratedCurriculum 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”.