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The Steps of CONCEPT ATTAINMENT

(1) Concept attainment is an instructional strategy that involves presenting students with examples and non-examples of a concept to discover common attributes. (2) It involves 5 steps: presenting examples and non-examples, listing common attributes, adding student examples, defining the mathematical term, and checking understanding. (3) The strategy is useful for helping students discover and understand mathematical definitions and terminology through an inductive learning process.

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Lahra Balancia
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419 views11 pages

The Steps of CONCEPT ATTAINMENT

(1) Concept attainment is an instructional strategy that involves presenting students with examples and non-examples of a concept to discover common attributes. (2) It involves 5 steps: presenting examples and non-examples, listing common attributes, adding student examples, defining the mathematical term, and checking understanding. (3) The strategy is useful for helping students discover and understand mathematical definitions and terminology through an inductive learning process.

Uploaded by

Lahra Balancia
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 PPTX, PDF, TXT or read online on Scribd
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CONCEPT ATTAINMENT

LHARA ALBERTO
BALANCIA
Objective

• Plan a lesson that applies concept


attainment strategy.
Introduction

• The inductive learning strategy in the


previous lesson is most useful in
discovering rules. In mathematics,
students do not study rules, but they also
need to remember and understand many
definitions of terms. For better retention,
it is best for student to discover the
meaning of the mathematical
terminologies that they encounter. The
concept attainment is useful for this
purpose.
Think

• Concept attainment is another


instructional strategy anchored to the
constructivist learning theory.
Five steps simple steps

(1) presentation of examples and non-


examples,
(2) listing of common attributes,
(3) adding student-given examples,
(4) defining the mathematical term, and
(5) checking of understanding.
Presentation of examples and
non-examples

• Alternately give examples and non-


examples. The students should be able
to guess some common attributes
based on the examples alone so non-
examples are given to confirm their
guesses.
Listing of common attributes

• List the common attributes given by the


students. This mat be done as a whole
class or pairs or traits first. Some listed
attributes may be later on crossed out as
the listing of examples and non-
examples go on.
Adding student-given examples

• Ask students to provide their own


examples based on the listed attributes.
Then confirm whether their suggestion is
needed an example. Based on the
students answers, some of the attributes
may be revised to make them clearer for
the students.
Defining the mathematical term

• Help the students come up with a word


or phrase for the concept. The exact
term may not come from them,
especially when it is technical (e.g..,
polyhedron), but the etymology of the
word may be derived from them (e.g..,
may polygonal faces).
Checking of Understanding

• To verify that the students have


understood the concept, give them a list
and ask them whether each item on it is
an example or a non-example.
THANK YOU 

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