Unit III: Instructional Strategies for Mathematics in the Intermediate Grades

Lesson 14 – Values Integration

mathematics has been conceived mainly as a tool for solving real-life situations
through mathematical modeling. Since math is often remembered for its practical
use, teachers would often capitalize on this aspect to make the learners see its
relevance to their lives.

Integrating math into other subject areas

Integrating mathematics into the curriculum can be quite challenging and rigorous. However, math is connected
to many disciplines and should not be isolatd from other subjects. Our complex brain looks for patterns and
interconnecitons as its way og making sense of things. Our learners develop an appreciation for mathematics
and a deeper understanding of concepts when they make connections with prior experiences or with different
areas of learning.

Tapping into the affective domain

Doctor Benjamin Bloom classified three domains of educational learning:

1. cognitive,
2. affective, and
3. psychomotor.

In the formal classroom setup, the bulk of the teacher’s lesson planning focuses on the cognitive and
psychomotor aspects of the teaching-lerning process. The affective domain is often overlooked. The affective
domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation,
motivations and attitude (Kratwohl, 1964). This aprticular domain, when tapped during the learning process, can
really make the students reflect on the connection between mathematical concepts and values or standards of
behavior that will help them deal with the pressures and difficulties in life. As future teachers, you want to form
not only cemptent students but students with moral courage, clear values, and excellent character.

Values integration and retention of information

Associating values or standards of behavior with mathematical concepts can serve as a source of motivation for
the students. Vbalues integration will help the students get life lessons through math. If the students find a
learning material engaging and meaningful, then they will ask for more (since curiosity will start to kick in).
curiosity is the force behind lifelong learning!
Example

You may ask your students to reflect on and write about mathematical concepts in relation to values or
standards of behavior related to their lesson.

Math Topic Reflection Questions

1. Whole numbers Connect the lesson to the concept of ‘wholeness’ – comprising the full quantity, the s
start of forming a complete and harmonious whole, and the state of being unbroken
and undamaged.

1. What were your experiences in the past that make you feel “whole” or “complete”?
2. Bullying can make a person’s heart broken/not whole. Cite a specific event in the
past in which you or your classmate has experienced bullying (in any form). how
did you respond to the situation? What can you do to stand up against persons who
break pr damage people’s hearts?
2. Order of Relate this lesson to the importance of obeying rules/orders for self-management and
operations doing things one step at a time.

1. Why are rules important?

2. What aspect of obeying rules did you find quite challenging in the past?
3. What step-by-step process do you follow in solving your problems?
3. Factors and Associate this with the idea of organizing things. You group all items that have a
multiples common factor together.

1. What are some benefits of being organized?

2. How do you deal with people who are having a hard time organizing things?
4. Addition and Relate this to the idea that most of us tend to be attracted to people who are similar
subtraction of to us.
fractions
1. What are the qualities you like your friend to have? Do you also possess these
qualities?
2. Reflect on the saying “Opposites attract.” Do you believe in this saying?
3. Should you listen to the opinion of a person that is not like you? Why or why not?

Fractions that are dissimilar can still be combined. You just have to do some
modifications to the denominators to make them similar. Just like in real life, you live
in a very diverse world. Even of two people are different (in faith, gender,
socioeconomic status, etc.), they can still work harmoniously. A key value that you
need to develop is modifying your attitude and genuinely respecting other people.
5. Geometry Relate this lesson to the rigidity of triangles.
(triangles)
Other polygons can be easily deformed. If you make a rectangle or a square from metal
wires with hinges at the corners, you will find that it will not stay in that orientation. It
can be transformed into an ordinary parallelogram. In a triangle, each edge is
supported by the other two edges. This characteristic makes a triangle stable. You have
to act like triangles, and you have to make sure that you have a strong support group.
6. Patterns A person develops a pattern of behavior if he/she repeats an activity over and over
again.
 1. What are the personal behavior patterns that you wish to break? Why?
2. What are the personal behavior patterns that you wish to form? Why?
7. Data Give examples where the use of bar graph or a pictograph is abused. You should not
presentation let your students be easily manipulated by misleading statistics.
8. Area In mathematics, the whole is equal to the sum of its parts (Area Addition Postulate).

Try to deviate from this postulate, and let the students reflect on the statement “the
whole is greater than the sum of its parts.”

For example, a laptop is made up of many parts that do nothing by themselves but
when these parts are combined, the final product performs an astounding function.

“Alone we can do so little; together we can do so much.”

9. Polygons Increasing the number of sides of a polygon approximates a circle. In ancient times, a
circle is considered as a perfect shape. In life, if you want to improve yourself, you shall
undergo many trials. Increasing the number of trials means gaining new
insights/perspectives. These new insights will make you a better person.
10. Solving An equation is like a weighing scale. The right-hand side and the left-hand side are
equations balanced because they represent the same quantity. Why is it important to keep a
balance between studying and relation?

There is a growing demand for teachers to deliberately teach values and this is
possible even in the mathematics classroom. All that teachers need do is to be
intentional about it and reflect on ways to inject values in their lessons.

Activity 12

What is the most memorable life lesson you have learned fronm your former math teacher?
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Portfolio 12

A student consulted with you and raised these points: “Hi, Teacher! Our lesson on solving equations is not that
hard. But why do we study something that we probably will never use in life. If I buy a candy in a store, do I
need to solve for ‘x’ before getting the candy that I want?

How will you tap into your student’s affective domain for him/her to understand the relevance of your lesson
in his/her life?

Topic: Solving for the unknown in an equation

Possible values integration point

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