DIFFERENT APPROACHES,

METHODS AND TECHNIQUES

IN TEACHING MATHEMATICS
 TABLE OF CONTENTS

Discovery Approach……………………..1
Inquiry Approach………………………..2
Process Approach………………………..3
Cooperative Learning…………………....4
Project-based Learning………………….5
Problem Solving Techniques…………….6
 DISCOVERY APPROACH

Discovery Approach
A largely unstructured, situational method or philosophy of
teaching whereby students are permitted to find solutions to
problems on their own or at their own pace, often jointly in
group activities, either independent of or under the guidance of
a teacher.

Benefits in teaching Mathematics

1. Students explore examples and make structured
observations with help from their teachers.
2. Students reflect on their observations to develop
conjectures, or mathematical hypotheses, about a pattern or
broader truth.
3. Students either generate or are given additional examples to
test their conjectures.
4. The teacher provides feedback and gives opportunities for
the students to consolidate their new ideas.
Application in Teaching Mathematics:
Let's say the topic is fractions. Instead of directly teaching
students the rules and procedures for adding fractions, the teacher
can provide them with a set of fraction manipulatives (such as fraction
blocks) and a task to explore. The task could involve combining
different fractions to find the sum.
The students would then engage in hands-on activities,
manipulating the fraction blocks, and experimenting with different
combinations. Through this process, they would discover patterns and
relationships, such as finding common denominators and simplifying
fractions.
During the exploration, the teacher acts as a facilitator, asking
guiding questions and providing support when needed. This approach
allows students to actively engage with the material, develop a deeper
understanding of fractions, and build problem-solving skills.
 INQUIRY APPROACH

Inquiry Approach
The Inquiry Approach is an educational method that focuses on
active learning, critical thinking, and problem-solving. It places the
learner at the center of the learning process, encouraging them to
explore, question, and investigate topics of interest.
Students are actively engaged in asking questions, making
observations, gathering data, and drawing conclusions. They are
encouraged to think critically, analyze information, and develop their
own understanding of a subject. The teacher acts as a facilitator, guiding
and supporting students throughout the inquiry process.

Benefits in teaching Mathematics:

1. Active Engagement
2. Critical Thinking Skills
3. Deeper Understanding
4. Curiosity and Motivation
5. Real-World Relevance
6. Lifelong Learning Skills
7. Collaboration and Communication
Application in Teaching Mathematics:
Exploring Patterns: Students can investigate patterns in numbers,
shapes, or sequences. For example, they can explore the Fibonacci
sequence, geometric patterns, or number patterns like multiples and
factors. By observing, analyzing, and making predictions, students can
develop a deeper understanding of mathematical patterns.
Data Analysis: Students can engage in data collection, analysis,
and interpretation. They can gather data on topics such as population
growth, weather patterns, or sports statistics. Through inquiry, they can
learn about data representation, measures of central tendency, and
graphical analysis.
Problem-Solving: Students can be presented with open-ended
mathematical problems or real-world scenarios that require
mathematical reasoning. They can explore different strategies, test
hypotheses, and justify their solutions. This approach encourages
critical thinking, creativity, and the application of mathematical
concepts.
Geometry Investigations: Students can explore geometric
concepts through hands-on activities. For example, they can
investigate the properties of shapes by constructing and manipulating
them. They can explore symmetry, angles, transformations, and spatial
relationships through inquiry-based tasks.
Mathematical Modeling: Students can engage in mathematical
modeling by applying mathematical concepts to real-life situations. For
instance, they can analyze data to make predictions, create
mathematical models to simulate situations, or solve optimization
problems. This allows students to see the relevance and practical
applications of mathematics.
 PROCESS APPROACH

Process Approach
The process approach to learning and teaching mathematics is
characterized by experiential learning, discovering and exploring
mathematics through mathematical and life challenges, and by
developing reading learning strategies as the integrating activity of
learning and teaching.

Benefits in teaching Mathematics:

1. Improves problem-solving skills
2. Improves communication skills
3. Encourages critical thinking
4. Encourages creativity
5. Connects learning to the real world
6. Encourages engaged learning
7. Helps students understand complex topics
Application in Teaching Mathematics:
The teacher can begin by introducing the concept of multiplication
and its real-world applications. Discuss why multiplication is useful and
how it can be applied in various situations. Then Break the class into
small groups and provide each group with a set of two-digit numbers
to multiply. Instruct them to discuss and explore different strategies for
solving the multiplication problems.
Have each group share their strategies with the class. Encourage
discussions on the various approaches, such as the traditional
algorithm, partial products, or using manipulatives. The teacher then
facilitate a class discussion on the different strategies presented.
Discuss the advantages and disadvantages of each approach and
emphasize that there can be multiple valid ways to solve a
multiplication problem. Assign multiplication problems for individual
practice, allowing students to choose the strategy that makes the most
sense to them.
Emphasize the importance of understanding the process rather
than solely focusing on the correct answer. Encourage students to
review and discuss their solutions with a peer. This promotes peer
learning and allows students to see different perspectives on solving
the same problem. Conclude the lesson with a reflective discussion.
Ask students to share their thoughts on the different strategies, what
they learned from their peers, and how the process approach
influenced their understanding of multiplication.
COOPERATIVE LEARNING

Cooperative Learning
Cooperative learning approach involves pupils working together on
activities or learning tasks in a group small enough to ensure that
everyone participates. Pupils in the group may work on separate tasks
contributing to a common overall outcome, or work together on a shared
task.

Benefits in teaching Mathematics:

1. Students are more willing to solve challenging problems as a group.

2. Students are often able to explain things to each other in ways that
make more sense than the teacher’s original explanation.

3. Students are more willing to ask questions and take risks in small
groups.

4. Students learn more when they invest in math discourse.

Application in Teaching Mathematics:
1. Group Problem Solving: Students are divided into small
groups and given a mathematical problem to solve collaboratively.
Each member of the group contributes their ideas and strategies, and
they work together to find the solution. This encourages discussion,
critical thinking, and the sharing of different perspectives.

2. Jigsaw Method: In this method, students are divided into

expert groups, where each group becomes an expert on a specific
mathematical concept or skill. After mastering their assigned topic,
students return to their original groups and teach their peers what they
have learned. This promotes peer teaching, active engagement, and a
deeper understanding of the subject matter.

3. Think-Pair-Share: Students are given a mathematical problem

or question to think about individually. Then, they pair up with a partner
to discuss their ideas and solutions. Finally, they share their findings
with the whole class. This encourages active participation,
communication, and the development of problem-solving skills.

4. Numbered Heads Together: Students are assigned numbers

within their groups. The teacher poses a mathematical question, and
each group works together to solve it. When the teacher calls out a
number, the student with that number from each group must provide
their group's answer. This promotes collaboration, accountability, and
active engagement.
PROJECT-BASED LEARNING

Project-Based Learning
Project-based learning (PBL) is an instructional approach that involves
students working on a project or investigation to gain knowledge and skills
through real-world, hands-on experiences. It allows students to explore a
topic or solve a problem in a collaborative and interdisciplinary manner.

Benefits in teaching Mathematics:

1. Deep Understanding: PBL promotes a deeper understanding of the subject matter
as students actively engage in the learning process and apply their knowledge to real-
world situations.
2. Motivation and Engagement: Projects provide a sense of purpose and relevance,
motivating students to take ownership of their learning and stay engaged throughout
the project.
3. Collaboration and Communication Skills: PBL enhances students' collaboration
and communication skills as they work together, share ideas, and present their findings
to an audience.
4. Problem-Solving and Critical Thinking Skills: PBL develops students' problem-
solving and critical thinking skills, as they analyze information, make decisions, and find
innovative solutions.
5. Interdisciplinary Learning: Projects often integrate multiple subjects, allowing
students to make connections across different disciplines and see the relevance of their
learning in various contexts.
6. Real-World Application: PBL provides opportunities for students to apply their
knowledge and skills to real-world problems, preparing them for future challenges and
careers.
Application in Teaching Mathematics:
Project Title: "Mathematical Pizza Party"
Objective: Use mathematical concepts to plan and host a pizza
party.
Steps of the Project:
1. Introduction: Introduce the project to students and explain the
objective of planning a pizza party using mathematical concepts.
2. Budgeting: Students will be given a budget for the pizza party.
They need to research pizza prices, toppings, and other party supplies.
Using their math skills, they will calculate the number of pizzas needed,
the cost per pizza, and the total cost of the party.
3. Fraction Pizza: Students will create a "Fraction Pizza" activity
where they design pizzas divided into different fractions. They will use
their understanding of fractions to divide the pizza into equal parts and
label them accordingly.
4. Measurement: Students will measure the diameter and radius
of pizza slices using rulers or measuring tapes. They will also calculate
the area of each slice using the formula for the area of a circle.
5. Data Analysis: Students will conduct a survey to gather data
on the favorite pizza toppings among their classmates. They will
analyze the data, create graphs or charts, and draw conclusions based
on the results.
6. Pizza Party Planning: Students will plan the logistics of the
pizza party, considering factors such as the number of guests, the
amount of pizza needed, and the seating arrangement. They will use
their math skills to calculate the number of chairs and tables required.
7. Presentation: Students will present their pizza party plan to the
class, explaining their budget calculations, fraction pizza activity,
measurement findings, and data analysis. They can use visual aids,
such as posters or slides, to showcase their work.
PROBLEM-BASED LEARNING

Problem-Based Learning
Problem-based learning (PBL) is a student-centered teaching
methodology that focuses on solving real-world problems rather than just
memorizing facts and concepts. In PBL, students are presented with a
complex, ill-defined problem that requires them to apply their knowledge and
critical thinking skills to find a solution. The learning process is collaborative,
with students working in small groups to analyze the problem, gather
information, and develop a plan of action. Throughout the process, the
teacher acts as a facilitator, guiding the students' learning and providing
feedback. The ultimate goal of PBL is to develop students' problem-solving
abilities, critical thinking skills, and lifelong learning habits.

Benefits in teaching Mathematics:

1. Meaningful Collaboration
2. Deeper Engagement
3. Communication Development
4. Fosters Creativity
5. Cross-Discipline by Design
6. Perseverance
7. It's Fun!
8. Critical Thinking
Application in Teaching Mathematics:

In PBL, the teacher presents a problem in the form of an essential

question to students. This is the big question that requires students to
think beyond simple one-word answers and apply what they have
learned to the world around them. Groups of students are formed to find
a solution to the problem.
 PROBLEM SOLVING
TECHNIQUES

The teacher must present the problem in narrative form. For example:
Last weekend, I volunteered in a small feeding program. I got to meet
some Grade 5 children like you. I was in charge of distributing milk. We
brought with us 6 liters of milk. My task was to pour the milk into glasses. If
my estimate is right, each glass approximately contained 2/5 liter of milk.
The milk we brought was lust enough for all the children in the area. How
many children do you think we served during the feeding program?".
The students will work in pairs or triads. Encourage the students to
think about the problem and share their thoughts with their classmates.
Assure them that there is no one right solution. They may do calculations or
draw; any solution is welcome as long as they can explain why they did such.
The students should realize that the given is a division problem. Their
discussions with their partner/groupmates should revolve around figuring out
how many -0 would "fit in" 6.
The teacher must guide the students to realize that the different
solutions all lead to the same answer, which is 15—there are 15 children
who were served during the feeding program. Ask the students who among
them did the same as the ones presented in class.
 BEED 3A

Auditor, Clarence R.
Ballesteros, Michael John R.
Banderada, Jerick
Bayaban, Rey M.