MATHEMATICS 1 FOR TEACHERS

MTE1501 NOTES
Methods for teaching mathematics are often underestimated. Some teachers overlook the
fact that a teacher must understand these methods, namely, there is theory behind every
mathematical concept learned and taught.

What is mathematics?
Mathematics is a language that makes use of symbols and notations to describe numerical,
geometric and graphical relationships. It is a human activity that involves observing,
representing and investigating patterns and quantitative relationships in physical and social
phenomena and between mathematical objects themselves. It helps to develop mental
processes that enhance logical and critical thinking, accuracy and problem-solving that will
contribute in decision-making.

The adoption of mathematics in diverse countries and cultures was aimed at achieving
diverse objectives, including:

• basic numeracy to citizens

• practical mathematics in order to equip those studying mathematics to
follow a trade or craft
• advanced mathematics

The word mathematics is defined from the Latin, French and Greek background as follows:

Today, the term ‘mathematics’ refers to a specific body of knowledge and it involves the
study of quantity, structure, patterns, space and change. Mathematics content evolved
through the use of abstraction and logical reasoning, counting, calculation, measurements,
study of shape and motion of physical objects.

Ziegler (2010) defines mathematics as a study of science that developed from the
investigation of figures and computing the numbers.

Human activity through teaching must be advanced in order to critically assist others to
learn and participate in studying quantity, structure, patterns, space and shape. Education is
involved in Mathematics through teaching, learning and researching the content of
mathematics.

Mathematics education is the study of the practices and methods of teaching and learning
mathematics.

Mathematics education as a scientific discipline is how people learn and do mathematics of

any kind, and of how this learning and doing can be influenced and fostered among others
by teaching, by the use of media, by different representations, or by the social organisation
of mathematical activity.

Curriculum refers to content and lessons taught in a school, district, province, country, etc.
It also points at materials and processes that teachers and learners will adhere to in order to
achieve generally prescribed outcomes.

THE MEANING OF DOING MATHEMATICS

The teaching and learning of mathematics in most schools is based on a practice labelled by
most sources as traditional approach to teaching.

The practice is defined by characteristics such as the teacher being the only knowledgeable
person in the classroom; students remain passive and take everything said by the teacher;
student copy what the teacher is writing on the chalkboard; problem solving means striving
to arrive at only one correct answer, students and teacher get information and activities
from one prescribed textbook; teacher is always right; the prescribed book is always correct
and it is the source of all information

MATHEMATICS AS A SCIENCE BASED ON ORDER AND PATTERN

Mathematics is a science of things that have a pattern of regularity and logical order.

Action verbs evident when engaged in mathematical activities

The verbs listed in table 2.1 contribute to processes (expressed in action or “doing verbs”),
products (expressed by nouns) and at the end, acquiring of skills and knowledge.

Processes of mathematics include:

• generalising
• proving
• solving
• computing
• conjecturing/hypothesising/assuming

Products of Mathematics include:

• definition
• formula
• theorem
• concepts

During the process of mathematising, students acquire skills such as computational skills,
problem-solving skills, investigatory skills, analysis skills, exploratory skills, logical thinking
skills, formulating mathematical models, estimation and evaluation skills.

Knowledge and understanding is evaluated in terms of specific outcomes as outlined based

on the content covered in each content area.

HOW MATHEMATICS IS LEARNED

Individuals learn and acquire knowledge in different ways. It is essential that teachers know
how learning occurs in order for them to determine suitable teaching strategies.

Learning theories are concerned with principles explaining how individuals learn or how
individuals acquire new knowledge. Further, learning theories provide principles that
teachers may use to create solutions to a variety of classroom challenges.
CONSTRUCTION OF MATHEMATICAL IDEAS
Inductive and deductive reasoning are processes engaged in constructing mathematical
ideas. During construction of mathematical ideas, firstly, inductive reasoning is applied in
generalising or formulating conjectures, and hypothesising about observed patterns.
Secondly, deductive reasoning is applied in reaching essential conclusions from conjectures
or given facts.

Look at the example of inductive and deductive reasoning in table 2.4

1. 3

2. 3x2
OWN EXAMPLE
3×2+10
3 & 4. 2
=8

5. 8 – 3 = 5
1. 𝑥 = 12

2. 2𝑥

3. 2𝑥 + 10
2𝑥+10
4. =𝑥+5
2
OWN EXAMPLE
17 = 𝑥 + 5

5. 𝑥 + 5 − 𝑥 = 5

(12 + 5) – 12 = 5

17 – 12 = 5

TEACHING FOR MEANINGFUL LEARNING

Teaching should consider the following in order to ensure meaningful learning and proper
construction of mathematical ideas:

• usage of activities that build on students’ experiences

• using activities that that are interesting and relevant to students
• develop and apply correct mathematical language
• provide feedback for regularly for all activities
• encourage co-operative work or collaborative learning among the students

DEVELOPING UNDERSTANDING IN MATHEMATICS

Understanding relates to connecting ideas together, rather than simply knowing isolated facts. The
question “does the learner know it?” must be replaced with “how well does the learner understand
it?”
The first question refers to instrumental understanding and the second leads to relational
understanding. Memorisation of formulae and rules as well as application of prescribed methods in
computations is knowing the idea. Understanding is evident when a student connects a network of
ideas to form a new idea and arrive at a solution. Relational understanding is essential as there is less
to remember when it is applied.

Benefits of relational understanding include assisting students to:

• learn new concepts and procedures

• enhance memory
• improve attitude and belief
• improve problem-solving abilities

In essence, mathematics teachers should promote learning with understanding, that is,
relational understanding. Learning with understanding contributes towards meaningful
learning and enables students to cope with problem solving processes.

Procedural knowledge of mathematics

Procedural knowledge of mathematics refers to memorising rules and procedures for
application in routine mathematical tasks. Mathematics is represented by memorised
symbols.

You could therefore infer that knowledge of mathematics consists of more than concepts.
Step-by-step procedures exist for performing tasks such as:
 • 56 x 74 (Multiplying two digit numbers)
• 1 932 ÷ 28 (Long division)
• + (Adding fractions)
• 0,85 x 0,25 (Multiplying decimal numbers)

Concepts are represented by special words and mathematical symbols (such as +, =, < , >, //,
÷, ABC = 45 and so on). These procedures and symbols can be connected to, or supported by
concepts, but very few cognitive relationships are needed to have knowledge of a procedure
(since these could be diligently memorised through drill and practice).

In mathematics, we use a number of different symbols that indicate procedures which need
to be followed. For example, when we write (12 + 6) ÷ 3 + 10, it means a different procedure
has to be followed than if we write this as 12 + 6 ÷ (3 + 10). We get different answers when
we follow different procedures.

Further, the procedure applied in computations to advance procedural knowledge is

referred to as algorithm. An example of an algorithm is a set of steps used to solve the
following problems: + ; 1224 ÷ 1. 38 Algorithmic procedures help us to do routine tasks
easily and thus free our minds to concentrate on more important tasks such as thinking of
problem-solving strategies. Symbolism (which is part of procedural knowledge) is a powerful
mechanism for conveying mathematical ideas to others and for manipulating an idea as we
do mathematics

Procedural knowledge is what is used widely in mathematics classroom and it relates to

what is referred as the traditional way of acquiring knowledge; conveyed through routine
problem-solving strategies and the rules-based approach of teaching.

To construct and understand a new idea (or concept) requires active thinking about it.
Passive learning disables the students from understanding mathematical ideas; therefore, it
is difficult for a teacher to force understanding when learners are inactive or passive.
Learners must be engaged in “doing mathematics” and remain mentally active for learning
to take place. In the classroom, the learners must be encouraged to grapple with new ideas,
work at fitting them into existing networks, and to challenge their own ideas and those of
others.

Simply put, constructing knowledge requires reflective thought, actively thinking about or
mentally working on an idea – all this to overcome the acquisition of procedural knowledge
without relational understanding.

To acquire conceptual knowledge and understanding the following learner characteristics

apply:

• active involvement in doing mathematics

• construction of new ideas
• reflective thinking and engagement in non-routine problem solving