Effective teaching strategies for teaching of Maths Sajjad Ahmad Awan PhD Scholar TE Planning
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The document outlines five interdependent strands for teaching mathematics: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. An effective teacher plans practical tasks, organizes mathematical work in a social setting, encourages thinking and communication through questioning, helps students discuss concepts and solutions, and supports an equal environment for student opinions. A variety of teaching strategies are recommended including explanation, practice, games, problems, and student-led investigations where students discover and communicate mathematics independently. In addition to textbooks, teachers should utilize resources like manuals, workbooks, and electronics.
Effective teaching strategies for teaching of Maths Sajjad Ahmad Awan PhD Scholar TE Planning
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- 3. How to Teach Mathematics To capture all aspects of expertise, competence, knowledge and facility which are necessary for anyone to learn Mathematics following five interwoven but interdependent strands are SAJJAD A AWAN Y804346
- 4. Five strands Conceptual understanding – comprehension of mathematical concepts, operations and relations. Procedural fluency – skill in carrying out procedures flexibly, accurately, efficiently and appropriately SAJJAD A AWAN Y804346
- 5. Five strands Strategic competence – ability to formulate, represent and solve mathematical problems. Adaptive reasoning – capacity for logical thought, reflection, explanation and justification SAJJAD A AWAN Y804346
- 6. Five strands Productive disposition – habitual inclination to see mathematics as sensible, useful and worth while, coupled with a belief in diligence and one’s own efficacy SAJJAD A AWAN Y804346
- 7. The teacher should be A planner of practical tasks for the students to consolidate and organise their informal knowledge An organizer of the establishment of mathematical tasks in the classroom so that the students can work in a social setting and develop rational understanding SAJJAD A AWAN Y804346
- 8. The teacher should be An encourager who asks questions, supports and develops students’ mathematical thinking and communication A negotiator helping students to discuss various meanings/solutions of a concept/ question and to achieve a common agreement SAJJAD A AWAN Y804346
- 9. The teacher should be A mediator supporting the establishment of an environment where students express opinions and experiences in the classroom equally SAJJAD A AWAN Y804346
- 10. Effective Teaching Strategies Students learn things in many different ways. They do not always learn best by sitting and listening to the teacher. Students particularly of the primary level can learn by presentation and explanation by the teacher, consolidation and Practice, games, practical work, problems and puzzles, and investigating Mathematics SAJJAD A AWAN Y804346
- 11. Investigating Mathematics Teachers may set students a challenge, matched to their ability, which leads them to discover and practice some new Mathematics for themselves. The key point about investigations is that students are encouraged to make their own decisions about:- SAJJAD A AWAN Y804346
- 12. Where to start, How to deal with challenges, What Mathematics they need to use, How they can communicate this Mathematics, How to describe what they have discovered. SAJJAD A AWAN Y804346
- 13. Text Books and Helping Resources Government prescribed textbook is the only teaching and learning tool used in most of the schools. In addition to the textbook, the teaching and learning resources include teacher’s manual, workbook and electronic resources. SAJJAD A AWAN Y804346
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