The Teaching of

Presents by:
a) Experiential and Situated Learning
b) Reflective Learning
c) Constructivism
d) Cooperative Learning
e) Discovery and Inquiry-based
 The Principles of Learning Math
• Learning the “basics” is important.
• Learning with understanding also helps
students become autonomous learners.
• When challenged with appropriately chosen
tasks, students can become confident in their
ability to tackle difficult problems, eager to
figure things out in their own, flexible in
exploring mathematical ideas, and willing to
persevere when tasks are challenging (Clarke &
• Experiential learning as advocated by David Kolb
is learning that occurs by making sense of direct
everyday experiences.
• Experiential learning theory defines learning as
"the process whereby knowledge is created
through the transformation of experience.”
• Knowledge results from the combination of
grasping and transforming experience" (Kolb,
• Situated learning, theorized by
Lave and Wenger, is learning
in the same context on which
concepts and theories are
applied.
Example
• Watch your favorite cartoons
Count all the words being said in the cartoons.
How long is the cartoon in minutes?
If the time of the cartoon is doubled, can you predict
the number of words that can be mentioned?
• If you talk in the telephone for a 10 minutes, what
is the estimated number if words you can use?
• If you need to tell your friend an important message
with 50 words, how much time will it require you to
tell him/her?
• Ask students to collect their own data such as:
▫ weight of children in their barangay,
▫ number of people working in the community
▫ Students who had fever over the last month
▫ Number of households where things are stolen
• Summarize the data by reporting the:
▫ Histogram, line graph
▫ Mean, Median, mode
▫ Standard deviation, range, quartile deviation
• Ask students to make interpretation
Example
• Use Google maps and estimate the
kilometers from your house to where your
father is working.
• Ask for the total amount spent when
commuting.
• Ask for the total amount spent when driving
your won car.
• Show your data to your father and
 Reflective Learning
• Get the weight of each of your family
members.
• Determine their ages and check who is
underweight and overweight.
• Given your data make recommendations on
the following:
Money spent on food
Menu for the week
Exercise ▫ activities for the family
• Constructivism is the theory that
argues that knowledge is
constructed when the learner is
able to draw ideas from his own
experiences and connects them to
new ideas that are encountered.
Example
 Constructivism
• Students will identify a problem in their community in the following
areas:
▫ Waste management
▫ Overcrowding
▫ Increased air temperature
• Collect data to serve as evidence to these problems by:
▫ Measure the weight of garbage produced by each household
each day for 4 weeks
▫ Count the number of people living in each household and the
floor area of their house. Report the ratio.
▫ Get the temperature each day and tabulate it.
 Constructivism
• Measure the temperature for the months of April
and May.
• Go to the malls and ask some sales person
which types of clothes are bought and the
quantity.
• Tabulate the number of purchases for each type
of clothes for each day and the temperature?
• What does the temperature got to do with the
Example
• Form a group and each one will be
assigned to a place to take the air
temperature for 7 days.
• Compare the temperature for each
person.
• Why is there variation in the
• Students form three groups and are
assigned to measure the floor area of
the classroom.
• One group will only use a one inch
paper clip.
• One group will use an 8 inches pencil.
• One group will use a 15 inches long
• The mathematics curriculum allows
for students to learn by asking
relevant questions and discovering
new ideas.
• Discovery and Inquiry-based learning
(Bruner, 1961) support the idea that
students learn when they make use of
personal experiences to discover
Example
 Discovery and Inquiry-based
• Students will ask their parents at home the
different tools they use to measure length of
objects.
• The students will bring this material and
demonstrate to their classmates how the tools
are used.
• Self-study on the procedure to convert °C to
°F.
 The basics of Math are revisited in every
Grade level but are taught in increasing depth
and breadth as one goes up in Grade level of
the K to 12.
The four subjects that are taught in high
school such as:
•Mathematics
•Algebra
•Geometry and;
•Statistics and Probability
—Are taught beginning with Kindergarten up to
 THE SPIRAL Grades
PROGRESSION
7-10

APPROACH Grades
4-6
Grades
1-3

K–
Algebra,
Geometry,
Statistics,
and
Fg. The Spiral Progression in Probability
Teaching of Mathematics
PRINCIPLES OF TEACHING
1. Balance Principle
2. Three-tiered
Principle (J.
Bruner)
3. For Effective Math
 1. Balance Principle
Balance Approach
a) Standard-based - i.e., concise, written
descriptions of what students are expected to
know and be able to do at a specific stage of their
education—determine the goals of a lesson or
course, and teachers then determine how and what
to teach students so they achieve the learning
expectations described in the standards.
• b) Integrated - The goal is to
help students remain engaged
and draw from multiple sets of
skills, experiences and sources
to aid and accelerate the learning
process.
• e) Makes use of problem-solving -
Problem-solving is a tool, a skill,
and a process. As a tool is helps
you solve a problem or achieve a
goal. As a skill you can use it
repeatedly throughout your life.
And, as a process it involves a
number of steps.
• h) Assessment-driven and data
driven instruction – assessment-
data(determine students needs, A
Practical Guide to Improve
Instruction.) data-driven instruction
(includes assessment, analysis, and
action)
2. Three-tiered Principle
Theory Definition
Jerome Bruner theorized that learning occurs by going
through three stages of representation. Each stage is a
"way in which information or knowledge are stored and
encoded in memory“ (Mcleod,2008). The stages are
more-or-less sequential, although they are not
necessarily age-related like Piaget-based theories.
Going through the stages is essential to truly
understanding the concept, as it helps the learner
understand
 Bruner's Stages of Representation
1. enactive (action-based)
Sometimes called the concrete stage, this first stage
involves a tangible hands-on method of learning.
Bruner believed that "learning begins with an action
- touching, feeling, and manipulating" (Brahier,
2009, p. 52). In mathematics education,
manipulative are the concrete objects with which
the actions are performed. Common examples of
manipulative used in this stage in math education
are algebra tiles, paper, coins, etc. - anything
2. iconic (image-based)
Sometimes called the pictoral stage, this second
stage involves images or other visuals to represent
the concrete situation enacted in the first stage.
One way of doing this is to simply draw images of
the objects on paper or to picture them in one's
head. Other ways could be through the use
of shapes, diagrams, and
graphs.
• 3. symbolic (language-based)Sometimes called the abstract
stage, the last stage takes the images from the second stage and
represents them using words and symbols. The use of words and
symbols "allows a student to organize information in the mind by
relating concepts together" (Brahier, 2009, p. 53). The words and
symbols are abstractions, they do not necessarily have a direct
connection to the information. For example, a number is a symbol
used to describe how many of something there are, but the
number in itself has little meaning without the understanding of it
means for there to be that number of something. Other examples
would be variables such as x or y, or mathematical symbols such as
+, -, /, etc. Finally, language and words are another way to
abstractly represent the idea. In the context of math, this could be
 3. For effective Math teaching it
employ
• Experiential learning
• Constructivism
• Cooperative learning
• Discovery
• Inquiry-based learning
 Teaching Methods
1. Problem Solving
2. Concept attainment strategy
3. Concept formation strategy
4. Direct Instruction
o Creating a tree diagram
o Working backwards
o Using simpler numbers
o Open-ended problem solving
o Analyzing and investigating
o Using logical reasoning
o Breaking down ideas into smaller pieces
o Writing a number sentence
o Writing down ideas as work progresses so
students do not forget how the problem was
 Steps in Problem-Solving Process
• Understanding the problem – learners ask what the
problem is asking, what information is needed to solve
the problem and what information is given.
• Planning and communicating a solution
o Drawing a diagram
o Drawing a table
o Acting it out or using concrete materials
o Guessing and checking
o Creating an organized list
o Looking for a pattern
 oApproaching the problem systematically
oRe-reading the problem in order to rethink
strategies if the student becomes “stuck”
oOrally demonstrating and explaining how
an answer as reached (Frei, 2012)
• Reflecting and generalizing – reflect on
their answer and determine if it makes
sense
• Extension - explore on other perhaps even
• 2. Concept attainment strategy - engages
students in forming their own definition of a concept
by examining the attributes of several examples
and non-examples of the word, concept, or topic.
(ex. Giving a lot of examples and let them decide or
think.)
• Separating important from unimportant information
• Searching for patterns and making generalization
• Defining and explaining concepts
• 3. Concept formation strategy -
is, “a strategy that takes your
students through a process
whereby they work to
understand a concept. Rather
than you telling them, the
students form their
understanding of a concept.
 Interview such as
teacher – pupil
interview-

Questionnaires

Non- Anecdotal Records

Testing
Procedures Sociometric Devices

Ranking and Rating

Procedures
 a. Achievement Test c. Inventory tests often e. Speed tests are tests
include simple quizzes on referred to as pre- and
wherein a student is
post- tests and are used
the work during single required to complete as
to determine the
period to full-scale many tests or problems
b. Diagnostic tests improvement of the
examinations
attempts to students in a predetermined time
locate areas of d. Individual tests f. Power tests
misunderstanding require careful require a student to
or areas where teaching questioning and do as many
has not observation of the
reaction of an individual problems or tasks
taken place to enable
and needs an expert to out of a set of
suitable
remedial instruction to be administer increasing difficulty
g. Sociometric Tests
given which test sociability of students require them to
select or identify their classmates whom they like very much
#thatonerule:1391
 Activities under Direct Instruction Activities under Concept Attainment
The teacher will define proper The teacher will give a set of
fraction. examples.
“A fraction a/b is proper if /a/</b/.” Ex. “The following are improper
fractions:
Then the teacher will give examples 5/5, 6/5, 7/5, 8/5, 9/8, 10/8,
(and non-examples)
Examples of proper fractions are 2/3,
2/5, 7/8.

Examples of improper fractions

3/3, 5/2, 8/7.
The teacher will give a task to the students.

Determine if the given fractions are proper or

not:

4/6, 5/6, 6/6, 7/6, 7/9, 8/9, 9/9, 10/9, 11/9,