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    Principle in Teaching Math

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    Claerence Tan
    The document outlines principles for teaching math, including: 1) Balancing conceptual and procedural approaches by relating formulas to concrete examples. 2) Using a three-tiered approach of enacting, iconic, and symbolic representations. 3) Employing experiential learning techniques like problem-solving, cooperative work, and discovery-based approaches.

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    Principle in Teaching Math

    Uploaded by

    Claerence Tan
    176 views12 pages
    The document outlines principles for teaching math, including: 1) Balancing conceptual and procedural approaches by relating formulas to concrete examples. 2) Using a three-tiered approach of enacting, iconic, and symbolic representations. 3) Employing experiential learning techniques like problem-solving, cooperative work, and discovery-based approaches.

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    The document outlines principles for teaching math, including: 1) Balancing conceptual and procedural approaches by relating formulas to concrete examples. 2) Using a three-tiered approach of enacting, iconic, and symbolic representations. 3) Employing experiential learning techniques like problem-solving, cooperative work, and discovery-based approaches.

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    © All Rights Reserved
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    Download as pptx, pdf, or txt
    176 views12 pages

    Principle in Teaching Math

    Uploaded by

    Claerence Tan
    The document outlines principles for teaching math, including: 1) Balancing conceptual and procedural approaches by relating formulas to concrete examples. 2) Using a three-tiered approach of enacting, iconic, and symbolic representations. 3) Employing experiential learning techniques like problem-solving, cooperative work, and discovery-based approaches.

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    You are on page 1of 12

    PRINCIPLES IN

    TEACHING MATH
    2

    3 PRINCIPLES
    1. BALANCE PRINCIPLE- BALANCE OF CONCEPTUAL AND PROCEDURAL
    APPROACH

    CONCEPTUAL- CONCRETE TO ABSTRACT ( KNOWLEDGE


    ABOUT THE GIVEN FORMULA AND ITS ESSENCE)

    PROCEDURAL – HOW IS THE GIVEN FORMULA BEING USED

    2. THREE-TIRED PRINCIPLE- (ENACTIVE-ICONIC-SYMBOLIC)

    3. EMPLOY- EXPERIENTIAL AND SITUATED LEARNING, REFLECTIVE


    LEARNING, CONSTRUCTIVISM, COOPERATIVE LEARNING AND DISCOVERY
    AND INQUIRY BASED LEARNING.
    3

    ⊸ Marzano (2003) states that


    it is ineffective to
    emphasize a high degree of
    procedural proficiency
    without developing
    conceptual knowledge.
    4

    Frei (2008) Features of the balanced


    approach in Math teaching:

    ⊸ a. standards-based- Math teaching should abide by the DepEd K to 12


    Curriculum Guide for Mathematics.
    ⊸ b. Integrated – The real-life context of teaching Math comes from
    integrating other subjects into Mathematics instruction .
    ⊸ c. Engaging – When students are actively engaged, they move towards
    successful mastery of key concepts and meaningful learning.
    ⊸ d. open to practices differentiated instruction.
    ⊸ e. Makes use of problem-solving
    ⊸ f. Guided practice – Teacher and students do things together , thus the
    “we do” strategy.
    ⊸ g. Makes use of manipulative games and calculators
    ⊸ h. assessment-driven and data-driven instruction
    5

    ⊸ 2. Three-tiered principle (J. Bruner) Teach Math beginning with


    the enactive level proceeding to the iconic level and finally to the
    symbolic level.
    ⊸ FOR EXAMPLE: In teaching students fraction
    6

    ⊸ 3. For effective Math teaching employ,

     EXPERIENTIAL AND SITUATED LEARNING,


     REFLECTIVE LEARNING,
     CONSTRUCTIVISM,
     COOPERATIVE LEARNING AND;
     DISCOVERY AND;
     INQUIRY- BASED LEARNING.
    7

    TEACHING METHODS
    ⊸ PROBLEM-SOLVING
    ⊸ CONCEPT ATTAINMENT STRATEGY
    ⊸ CONCEPT FORMATION STRATEGY
    ⊸ DIRECT INSTRUCTION- DEDUCTIVE METHOD OF INSTRUCTION
    (TEACHER STARTS WITH GENERALIZATION AND THEN ENDS WITH
    GIVING EXAMPLES)
    8

    Problem Solving Steps:


    a. Understanding the problem
    b. Planning and communicating a solution
    Example:1. Drawing a diagram
    2. Drawing a table
    3. Acting it out or using concrete materials
    4. Guessing and checking
    5. Creating an organized list

    c. Reflecting and generalizing


    d. Extension
    9

    2. Concept attainment strategy Separating important from


    unimportant information Searching for patterns and making
    generalizations . Defining and explaining concepts;

    ⊸ a. Select a concept and identify its essential attributes.


    ⊸ b. Present examples and non-examples of the –concepts.
    ⊸ c. Let students identify or define the concept based on its
    essential attributes.
    ⊸ d. Ask students to generate additional examples
    10

    3. Concept formation strategy

    ⊸ Present a particular question or


    problem. Ask the students to group
    data with similar attributes Allow
    the students to group data with
    similar attributes
    4. Direct instruction
    11

    REALIZATION!!!
    12

    Thanks!

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