Charyl Luz B.

Monderondo 03/01/22
“5 TEACHING STRATEGIES IN MATH”
1. Classifying mathematical objects
In these activities, students devise their own classifications for mathematical
objects, and/or apply classifications devised by others. In doing this, they learn to
discriminate carefully and recognize the properties of objects. They also develop
mathematical language and definitions. The objects might be anything from geometric
shapes to quadratic equations.
Perhaps the simplest form of classification activity is to examine a set of three
objects and identify, in turn, why each one might be considered the ‘odd one out’. For
example, in the triplets below, how can you justify each of (a), (b), (c) as the odd one
out? Each time, try to produce a new example to match the ‘odd one out’
For example, in the first example, (a) may be considered the odd one as it has a
different perimeter to the others, (b) may be considered the odd one because it is not a
rectangle and (c) may be considered the odd one because it has a different area to the
others. Each time a reason is given, students identify different properties of the objects.
Students may also be asked to sort a large collection of cards containing
mathematical 'objects' into two sets according to criteria of their own choice. They then
subdivide each set into two subsets using further criteria. They might then generate
further objects for each set. Through sharing criteria, mathematical language and
definitions are developed. Students may then be given two-way grids on which they can
classify cards. Where they find that one cell of the grid is empty, they try to find an
example that will fit, otherwise they try to explain why it is impossible. Some examples
of the cards and grids are given below.
2. Interpreting Multiple Representations
Mathematical concepts have many representations; words, diagrams, algebraic
symbols, tables, graphs and so on. These activities are intended to allow these
representations to be shared, interpreted, compared and grouped in ways that allow
students to construct meanings and links between the underlying concepts.
In most classrooms, a great deal of time is already spent on the technical skills
needed to construct and manipulate representations. These include, for example,
adding numbers, drawing graphs and manipulating formulae. While technical skills are
necessary and important, this diet of practice must be balanced with activities that offer
students opportunities to reflect on their meaning. These activities provide this balance.
Students focus on interpreting rather than producing representations.
Perhaps the most basic and familiar activities in this category are those that
require students to match pairs of mathematical objects if they have an equivalent
meaning. This may be done using domino-like activities. More complex activities may
involve matching three or more representations of the same object. Typical examples
might involve matching.
• Times and measures expressed in various forms (e.g. 24-hour clock times and
12-hour clock times);
• Number operations (e.g. notations for division)
• Numbers and diagrams (e.g. Decimals, fractions, number lines, areas);
• Algebraic expressions (e.g. words, symbols, area diagrams – see below);
• Statistical diagrams (e.g. Frequency tables, Cumulative frequency curves).
The discussion of misconceptions is also encouraged if carefully designed
distracters are also included. The example below shows one possible set of cards for
matching. The sets of cards used in the sessions also contain blank cards so that
students are not able to complete them using elimination strategies. Students are asked
to construct the missing cards for themselves.
3. Evaluating mathematical statements
These activities offer students a number of mathematical statements or
generalizations. Students are asked to decide whether the statements are always,
sometimes or never true and give explanations for their decisions. Explanations usually
involve generating examples and counterexamples to support or refute the statements.
In addition, students may be invited to add conditions or otherwise revise the
statements so that they become ‘always true’.
This type of activity develops students’ capacity to explain, convince and prove.
The statements themselves can be couched in ways that force students to confront
some common difficulties and misconceptions. Statements might be devised at any
level of difficulty. They might concern, for example:
• the size of numbers (‘numbers with more digits are greater in value’);
• number operations (‘multiplying makes numbers bigger’);
• area and perimeter (‘shapes with larger areas have larger perimeters’);
• algebraic generalizations (‘2(n+3) = 2n+3’);
• enlargement (‘if you double the lengths of the sides, you double the area’);
• sequences (‘if the sequence of terms tends to zero, the series converges’);
• calculus (‘continuous graphs are differentiable’).
... and so on.
On the next page are some examples. In each case, (except for the probability
example), the statements may be classified as ‘always, sometimes or never’ true.
Students may enjoy working together arguing about the statements and showing their
agreed reasoning on posters.
Throughout this process, the teacher’s role is to:
• encourage students to think more deeply, by suggesting that they try further examples.
(‘Is this one still true for decimals or negative numbers?’; ‘What about when I take a bite
out of a sandwich? How does that change the perimeter and area?’)
• challenge students to provide more convincing reasons. (‘I can see a flaw in that
argument’. ‘What happens when ....?’)
• play ‘devil’s advocate’. (‘I think this is true because... Can you convince me I am
wrong?’
4. Creating Problem
In this type of activity, students are given the task of devising their own mathematical
problems. They try to devise problems that are both challenging and that they know
they can solve correctly. Students first solve their own problems and then challenge
other students to solve them. During this process, they offer support and act as
‘teachers’ when the problem solver becomes stuck.
Students may be asked to construct their own problems for a variety of reasons. These
include:
• Enabling students to reflect on their own capabilities (e.g., “Make up some problems
that test all the ways in which one might use Pythagoras’ theorem”).
• Promoting an awareness of the range of problem types that are possible.
• Focusing attention on the various features of a problem that influence its difficulty
(e.g., size of numbers, structure, context).
• Encouraging students to consider appropriate contexts in which the mathematics may
be used (e.g. create a range of problems about directed numbers using a money
context).
• Helping students to gain ‘ownership’ over their mathematics and confidence when
explaining to others
At its most basic, this strategy may follow on from any exercise that the students have
been engaged in; " You've been working on these questions, now make up some more
of your own for a neighbor to solve." In or materials, however, creating problems has a
more central role to play. The activities are mainly of two types (see examples on facing
page).
5. Analyzing reasoning and solutions
The activities suggested here are designed to shift the predominant emphasis
from ‘getting the answer’ towards a situation where students are able to evaluate and
compare different forms of reasoning.
(i) Comparing different solution strategies
In many mathematics lessons, students apply a single taught method to a variety
of questions. It is comparatively rare to find lessons that aim to compare a range of
methods for tackling a few problems. Many students are left feeling that if they do not
know ‘the right method’ then they cannot even begin to attempt a problem. Others are
stuck with methods that, while generating correct answers, are inefficient and inflexible.
These activities are designed to allow students to compare and discuss alternative
solution strategies to problems, thus increasing their confidence and flexibility in using
mathematics. When ‘stuck’, they become more inclined to ‘have a go’ and try
something. They thus become more powerful problem solvers. In the following example,
students are asked to find as many different ways as they can of solving a simple
proportion problem.