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Assessment Tasks 1.1-1.3

1) Mathematics is the science of patterns and relationships. It involves representing things abstractly, manipulating abstractions using logical rules, and applying new relationships to original things. Abstraction is noticing similarities between objects and representing them with symbols. 2) When evaluating teaching resources, visuals should be used alongside guidance from teachers. Resources should align with frameworks emphasizing higher-order thinking. Visualizing helps comprehension but weak concept imagery hinders multiple skills. 3) A study found common misconceptions in intermediate students about factors and multiples stem from not understanding prime numbers and confusing least common multiple with greatest common factor. Failure to relate new concepts to previous knowledge and lack of teaching aids contribute to misconceptions.

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36 views

Assessment Tasks 1.1-1.3

1) Mathematics is the science of patterns and relationships. It involves representing things abstractly, manipulating abstractions using logical rules, and applying new relationships to original things. Abstraction is noticing similarities between objects and representing them with symbols. 2) When evaluating teaching resources, visuals should be used alongside guidance from teachers. Resources should align with frameworks emphasizing higher-order thinking. Visualizing helps comprehension but weak concept imagery hinders multiple skills. 3) A study found common misconceptions in intermediate students about factors and multiples stem from not understanding prime numbers and confusing least common multiple with greatest common factor. Failure to relate new concepts to previous knowledge and lack of teaching aids contribute to misconceptions.

Uploaded by

Kezia Noval
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Kezia Joy A.

Noval

BEEd-3B

ILO 1.1: Discuss the nature of mathematics and its implications to a relevant mathematics
instruction.
Task: Write a short paragraph describing the nature of mathematics and its implications for
teaching mathematics in the intermediate grades. Use examples to support your answer.

According to project2061.org, Mathematics is the science of patterns and relationships. As a


theoretical discipline, mathematics explores the possible relationships among abstractions
without concern for whether those abstractions have counterparts in the real world.
Using mathematics to express ideas or to solve problems involves at least three phases: (1)
representing some aspects of things abstractly, (2) manipulating the abstractions by rules of
logic to find new relationships between them, and (3) seeing whether the new relationships
say something useful about the original things. Mathematical thinking often begins with the
process of abstraction that is, noticing a similarity between two or more objects or events.
Aspects that they have in common, whether concrete or hypothetical, can be represented by
symbols such as numbers, letters, other marks, diagrams, geometrical constructions, or even
words. Whole numbers are abstractions that represent the size of sets of things and events
or the order of things within a set. The circle as a concept is an abstraction derived from
human faces, flowers, wheels, or spreading ripples; the letter A may be an abstraction for the
surface area of objects of any shape, for the acceleration of all moving objects, or for all
objects having some specified property; the symbol + represents a process of addition,
whether one is adding apples or oranges, hours, or miles per hour. And abstractions are
made not only from concrete objects or processes; they can also be made from other
abstractions, such as kinds of numbers (the even numbers, for instance).

ILO 1.2: Evaluate a teaching-learning resource in intermediate level within the context of K-12
BEC, Framework for Philippine Mathematics Teacher Education, and Mathematics Framework
for Philippine Basic Education.
Task: Choose a teaching-learning resource in mathematics for intermediate grades and
evaluate it according to its alignment with the K-12 BEC, Framework for Philippine
Mathematics Teacher Education, and Mathematics Framework for Philippine Basic
Education. Write a short paragraph describing your evaluation, highlighting the strengths
and weaknesses of the resource.

Use visuals and images, according to the National Council of Teachers of Mathematics, the
most powerful way to use graphics in elementary math is in conjunction with specific practice
or guidance, either from a teacher or another classroom tool. In Framework for Philippine
Mathematics Teacher Education the Cognitive Demands that talks about the higher
expectations are necessary, but not sufficient to accomplish the goals of Philippine school
mathematics education for all students. This framework starts from the premise that equal
opportunities must be given to all students regardless of learning styles and levels of ability in
order to meet the demands in learning quality mathematics and assimilate the values intrinsic
to the discipline. The cognitive demands under the proposed framework are classified under
the six general categories: Visualization, Knowing, Computing, Solving, Applying and
proving. But let’s focus on visualizing, visualizing this means using one’s creativity and
imagination to create images, pictures and other means to represent and understand
mathematical concepts. The strength of visualizing, it is one of many skills that make reading
comprehension possible. Visualizing can help young students who are having trouble
reading. By creating images in their mind, these children can get a better understanding of
the text when using their five senses, which can make reading a much more enjoyable
experience. While the weakness in concept imagery can manifest as difficulty not only with
reading comprehension but also with following directions, grasping humor, critical thinking,
interpreting social situations and memory. You can stimulate a student’s concept imagery by
asking them what they pictured while they were reading in addition to integrating imagery into
their daily lives. For example, you can say things like: “Use your words to help me picture
what you did at school today” or “What do you picture might happen next in the story?”

ILO 1.3: Identify common misconceptions in learning mathematics and the factors
contributing to the misconception.
Task: Identify three common misconceptions that students may have when learning
mathematics in the intermediate grades. For each misconception, describe the contributing
factors and suggest a teaching strategy that could help students overcome the
misconception.

According to the sample study that consist of 124 fourth-grade elementary school students in
the academic year of 2019–2020 in areas of Mataram, West Lombok, North Lombok, and
East Lombok at West Nusa Tenggara Province. Misconceptions can also be interpreted as
differences in basic perceptions between students and experts, so it causes students’
systematically incorrect understanding. Therefore, it can be concluded that the
misconception is a mismatch in understanding concepts between students and experts.
Mathematics teaching-learning is interrelated instruction between a concept and the previous
concept. If students are not able to assimilate and accommodate the relationship between
these concepts, they will make continuous mistakes. Students create new concepts using
their previous knowledge. The instruction of the lowest common multiple and the biggest
common factor regardless of students’ experience and the absence of teaching aids will
generate misconceptions.
Based on the results of the study, students’ misconceptions on teaching materials of the
biggest common factors and the lowest common multiple are caused by several factors,
namely, the failure of students to understand the basic concepts of prime numbers, factors,
and multiples. Students’ misconceptions on the lowest common multiple and the biggest
common factor occur because students are confused about distinguishing the least common
multiple from the greatest common factor.
Resources:
http://www.project2061.org/publications/sfaa/online/chap2.htm#:~:text=Mathematics%20is
%20the%20science%20of,counterparts%20in%20the%20real%20world .
https://www.teachervision.com/subjects/mathematics
https://www.hindawi.com/journals/edri/2021/6581653/

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