STRATEGIES IN

TEACHING
MATHEMATICS
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 1. Research-Based
Strategies
A ‘meta analysis’ requires summarizing a large number of
research studies and combining their results.

1. Identifying similarities and differences.

2. Summarizing and note taking.
3. Reinforcing effort and providing recognition.
4. Homework and practice.
5. Nonlinguistic representations.
6. Cooperative learning.
7. Setting goals and providing feedback
8. Generating and testing hypothesis.
9. Activating prior knowledge
“
Do you think you can integrate all of
these good instructional practices in
your teaching?

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 The Two Main Methods: Deductive and
Inductive
Deductive method begins with what is abstract, general, and
unknown to the learners and proceeds to what is concrete,
specific and what is known to the learner. Teaching begins with
the rule or principle, then examples are given to explain the rule
or principle.

Inductive method starts with what is specific, concrete and

what is known to the learners and ends with what is abstract,
general and unknown. Teaching begins from the concrete
experiences of the learners and from there moves to the rule
or principle.
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How do you choose the right method or
strategy for teaching a lesson? Is there a
“best” method?

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Factors in Choosing a Method or Strategy
Instructional Objective The nature of the subject
matter
If the objective is to master
multiplication facts, the Generally, the inductive
strategy may be more on approach is favored over the
drill and practice deductive approach, but
certain topics are more
efficiently and effectively
taught using the deductive
method

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 The learners The teacher School Policies

The learner’s Beginning teachers, Some schools adopt

readiness is a factor or those who are still a particular approach
we cannot ignore. groping with the to teaching.
subject matter, are
usually more
confident using the
deductive method.

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 STRATEGIES
IN TEACHING
MATHEMATICS
Interactive Direct Instruction

Direct instruction is the most traditional

approach in teaching. It is teacher-centered
and is an efficient means of covering
content. However, while it is the most widely
used by teachers, it is criticized as the least
effective in promoting real learning among
the learners.

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Gunter, Estes, and Schwab (1995) describe the steps in the direct
instructional approach as follows:

1. Review previously learned material. Review previously learned material.

2. State objectives for the lesson. State objectives for the lesson.
3. Present the new material. Present the new material.
4. Provide guided practice with corrective feedback. Provide guided practice
with corrective feedback.
5. Assign independent practi Assign independent practice with corrective
feedback.
6. Review periodically and provide corrective practice.
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 Powerful Questions
Single Response/ best/
correct response

Convergent

What is the value of pi?

Questions

general or open responses

Divergent

What are the possible dimensions of

a rectangle whose area is 100 cm2 ?

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12
For questioning to be a powerful strategy, a teacher should take note of
the following (Feden and Vegel, 2003):

1. Try to ask as many higher-order questions as lower-order questions, if

possible. Sadly, teachers tend to ask mostly lower-order questions.
2. Know how to time and pace your questions.
3. Use prompting questions (hints or clues) to help students respond to
your questions.
4. Ask probing questions to seek clarification and to lead students to a
more complete and thoughtful answer.
5. Allow enough time for students to answer a question.
6. Provide verbal and non-verbal reinforcements to students’ responses
such as “OK”, “Good work!”.

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 Rathmell Triange Theory
The Rathmell Triangle Model is a versatile framework for teaching
mathematics. It states that relationships must be discussed
between and among real-life situations, materials, language and
symbols to develop strong mathematical ideas

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 This triangle model suggests six interactions that need to be facilitated:

Model to Language Language to Symbol Symbol to Model

Model to Symbol Language to Model

Symbol to language

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Cooperative Learning
Cooperative learning is an educational format that is useful in many strategies in teaching
mathematics. In this format, students work together in small mixed ability groups to achieve a
particular goal or to complete an academic task. It fosters social skills, positive peer
relationships and a high level of self-esteem, thus reducing competition and increasing
cooperation among students. Cooperative learning is an educational format that is useful in
many strategies in teaching mathematics.

Cooperative Learning is The teacher takes on these Learners take on the following
appropriate to use when: roles: roles:
1. the task demands collaborative 1. Acts as facilitator by forming
effort;; groups whose members work 1. Give and receive assistance,
together on shared goals. feedback, reinforcement and
2. the open-ended problem-
support each other
solving activity calls for 2. Plans the tasks, and explains
clarification and a range of them and the goals of each task to 2. Take responsibility for each
strategies for the solution; and, the students group member’s learning as
3. the resources/s the 3. Monitors the groups, provides well as for one’s academic
resources/sources are limited. assistance, intervenes whenever success
necessary, and evaluates the
groups and the student

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 Five common formats used for cooperative learning are
the following (Wilen, et al, 2000): Structure
The following are the steps in
implementing cooperative
Student Teams- learning (Johnson, Johnson
and Smith, 1991, in Wilen, et
Achievement
al 2000):
Division (STAD) Think-Pair-Share Group Investigation 1. Planning
- Students complete - students first try to - Students take 2. Preparing Students
common tasks in work-out the task by 3.Monitoring and Intervening
responsibility for their own
groups and then are themselves. 4.Evaluating and Processing
learning as each group
tested individually.
decides what to
investigate, what
Team Assisted Jigsaw contribution each will make
Instruction - – Students are and how each will
– Students are assigned to teams. communicate what they
assigned materials at The academic material have learned (
their own achievement is divided into several
level and are assisted sections
by their group
members in learning
the material

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1. Why is it good
for students to
work
cooperatively? 3. Identify 2
advantages and 2
disadvantages of
2. Do you think cooperative
cooperative learning.
learning will work
with your
students? Why or
why not?

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Inquiry Phase II – Formation of

Method
Hypotheses
Phase I- Entry:
Inquiry is a flexible instructional Presentation and
Clarification of a Problem, Phase III – Collection of
method used to involve students
an Issue or a Question Data
in a process to analyze a problem
or issue in a logical and
systematic way (Wilen, et al,
2000). It is appropriate to use
when inductive thinking and
learning the inquiry process itself Practices–Phases of the
are among the objectives. This Inquiry Method
method teaches both content and
an investigative process that has
application to life. Notice how
similar the phases of the inquiry
method are to the scientific
method

Phase V – Closure: Draw Phase IV – Test Hypotheses

Conclusions

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Problem-Based
Learning (PBL) 1. Present the
problem 2. List what is
Problem-based learning is statement. known.
closely aligned with the inquiry
and discovery methods of
teaching and performance
assessment. . It is centered on
posing a problem and leading
6. Present and
students through an investigative
support the 3. Develop a
procedure to solve it. The STEPS problem
problem should be complex solution.
statement.
enough to encourage critical
thought and group effort. PBL
provides students with the
opportunity to understand and 5. List possible
resolve ill-structured problems actions,
under the guidance, rather than recommendations, 4. List what is
the direction, of the teacher solutions, or needed
(Feden & Vogel, 2003). hypotheses

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Students should write their plans in the organizer below.

What do we know? What do we need What should we

to know? do?

Evaluating the Strategy:

The use of PBL is successful when:

1. Students are able to solve the problem on their own.
2. Students work together and are actively engaged in
solving the problem.
3. Students use various resources and try out different
means to solve the problem.
4. Students use mapping and other visual organizers to
organize information and visualize relationships among
variables. 21
 1. 1. Compare Problem-Based Learning to the Inquiry
Method. Do you think PBL is part of the Inquiry
Method? Justify your answer.

2. 2. Why is there a need to emphasize problem solving in

your teaching of mathematics?

3. 3. When is the PBL strategy most suitable to use?

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 Steps: Evaluating the Strategy:
Concept Formation 1. Present a particular The use of concept
Strategy question or problem. formation strategy is
The concept formation strategy is 2. Ask students to generate successful when:
used when you want students to data relevant to the
make connections between and question or problem. 1. Students are able to
among essential elements of the 3. Let the students group group the data in one way
concept (ASCD, 1987)
data with similar attributes. or in different ways.
4. Ask students to label 2. Students are able to
Useful Tips: each group of data with a label the different groups.
1. Provide guide questions to word or phrase. 3. Students are able to
help students group the data. 5. Have students explore identify relationships and
2. Place each data on cards or the relationships between hierarchies between and
paper cut-outs to allow students and among the groups. among groups
to group and regroup them easily.
They may group the data in
various ways and some
groups may be subsumed
in other groups based on
their attributes.
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 Steps: Evaluating the Strategy:
Peer Practice 1. Prepare parallel The use of peer practice
Strategy worksheets for students. strategy is successful when:
1. Students are able to work
The peer practice strategy is used 2. Form peer practice
together as partners.
when you want students to partners. 2. Students are able to help
develop a deeper understanding 3. Discuss the roles of the their partner learn the material
of the concepts by practicing Doer and the Helper. using the answer key.
previously taught information 3. Students are able to perform
(ASCD, 1987). They do so by their roles correctly.
DOER:
teaching their peers and honing
their helping skills in the process. 1. Answers the worksheet.
2. Communicates their Useful Tips:
This strategy allows students to 1. The answer key must include
learn how to help each other and answers and questions with the solutions to the problems.
how to communicate effectively. the Helper. 2. The answer key must be
clear and easy to understand.
HELPER: 3. Peer partners swap roles
1. Observes and listens to regularly.
the Doer. 4. Students are trained to guide
2. Checks the Doer’s their partners and provide
positive feedback.
answers against the criteria
3. Responds to the Doer’s
questions and commends
correct answers. 24
1. 1. Were you able to complete the peer practice
worksheet? How did you find that activity?

2. 2. Is the peer practice strategy useful in

introducing a concept? Why or why not?

3. 3. In your view, what are the advantages and

limitations of the peer practice strategy?

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REVIEW
TIME!
 The two main Some commonly used teaching strategies, models and formats are:
teaching methods
are: Interactive Direct Instruction. A traditional approach in teaching, it is teacher-centered
and is an efficient means of covering content.
Cooperative Learning. It is an educational format in which students work together in
‰Deductive small mixed ability groups to achieve a particular goal or to complete an academic task.
method. Rathmell Triangle Model. A teaching strategy anchored in this model makes learning
Teaching begins meaningful as it shows the relationships between real-world situations, models,
with the rule or language and symbols.
principle, then Inquiry. Inquiry is a versatile instructional method used to involve students in a process
examples are to analyze a problem or issue in a logical and systematic way.
given to explain Problem-based Learning (PBL). It is centered on posing a problem and leading
the rule or principle students through an investigative procedure to solve it.
Concept Attainment. It sharpens students’ skills in identifying essential information, in
Inductive method. searching for patterns and making generalizations; and, in defining and explaining
concepts.
Teaching begins
Concept Formation. Students are asked to generate data relevant to the question or
from the concrete problem. Then they label each group of data with a word or phrase. It is used when you
experiences of the want students to make connections between and among essential elements of the
learners and from concept.
there moves to the Peer Practice. It is used when you want students to develop a deeper understanding of
rule or principle. the concepts by practicing previously taught information. Students teach their peers and
hone their helping skills in the process.
A. Directions: Read each item carefully. Choose the letter of the best answer.
B.
C. 1. Mr. Perez presented the laws of exponents and provided examples for each law. What
strategy is he using?
D. A. inquiry B. discovery C. PBL D. direct instruction

E. 2. . In a group activity, Ms. Infante observes that only 3 of the 5 students in the group are
actually working on the learning task. What is the best thing for her to do?
F. A. Scold the students who are not participating.
G. B. Assign specific roles to each member in the group.
H. C. Move the students who are not participating to another group.
I. D. Remind everyone that only those who are working will be graded

J. 3. Which strategy is anchored on the idea that students learn from each other when working
together on an engaging task?
K. A. inquiry B. direct instruction C. discovery D. cooperative learning

L. 4. Why is the use of real-life problems seen as good lesson starters?

M. A. They motivate the learners to listen. C. They make the lesson meaningful to the
learners.
N. B. They make the learners reflect on the lesson. D. . They are a good substitute for good motivational games
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A. 5. Mr. Miguel wants to develop inquisitiveness, perseverance and a scientific attitude among
his students. Which strategy will NOT serve his purpose?
B. A. lecture B. discovery C. inquiry D. Problem-based learning

C. B. Describe in one or two paragraphs how you would teach the area of a rectangle using
each of these two methods:

D. 1. Deductive Method

E. 2. Inductive Method

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 HAPP Y
LEARNING!
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