CHAPTER 3 in Teaching Math in Primary Grades.pptx

Teaching Math in Elementary

1. CHAPTER 3: Instructional Strategies for Mathematics in the Primary Grades

2. Lesson 2: Inductive Learning

3. Introduction In mathematics classes, the learners engage in inductive learning when they observe examples and then, later on, generalize a rule or formula based on the examples 3 3

4. Observe Children love looking for patterns. When given many examples, it is natural for them to look for similarities and assume rules. So the key, is to given them example to observe. So that the students observations would focus on the placement of the decimal point. 4 4

5. SET A 1.) 0.6x2=1.2 2.) 1.8x0.3=0.54 3.) 0.21x1.4=0.294 5 Example

6. 6 SET B 1.) 6x2=12 2.) 0.6x2=1.2 3.) 0.6x0.2=0.12

7. Hypothesize The students form rules in their minds as they observe. In this stage, encourage the students to share their thoughts. 7

8. Collect Evidence The students test their hypothesis by applying their hypothesis to other examples. If there is more than one hypothesis generated by the class, intentionally give a counter example for them to test 8

9. Generalize Finally, the students would now formalize their hypothesis to a rule. Support the students so that they would use mathematical terms in stating their rule. 9

10. Lesson 3: Mathematical Investigation

11. Introduction Contemporary leaders in mathematics education revolutionized the goal of mathematics teaching and learning from passive learning dictated by the curriculum to an active process where the students are developed to think like mathematicians. Mathematical investigation is a strategy that may be implemented to achieve this. 11

12. Task A – Problem-Solving There are 50 children at a playground and each child high-fives with each of the other children. Find the total number of high-fives. 12

13. Task B: Mathematical Investigation There are 50 children at a playground and each child high-fives with each of the other children. Investigate. In Task A. there is a specific problem to solve. Some students might attempt to solve it by drawing diagrams for smaller numbers of children and then investigating the pattern that may arise. 13

14. This investigation is a process that may occur in problem- solving. On the other hand, the problem in Task B is not specified, Students may or may not choose to find the total number or high-fives, Some students may want to investigate a more general case where they would want to know how many high-fives there would be given a certain number of children. 14

15. Some may want to find out how many high-fives there would be if instead of once, the children would high-five each other twice or thrice. Some children may even decide to work on a problem that the teacher has not thought of. This is investigation as an activity itself. 15

16. Lesson 4: Design Thinking

17. Design Thinking Design Thinking is a progressive teaching strategy that allow student to look for real world and finding creative solutions. Students do this by focusing on the needs of others, collaborating for possible solution and prototyping and testing their creation. 17

18. 5 Stages of Design Thinking Empathize Define Ideate Prototype Test 18

19. Empathize In this stage the teacher needs to be explicit in guiding the students to put themselves in the shoes of other through activities like immersed observation and interviews. 19

20. Define The next stage is for the student to define the specific problem or issue that they want to address. First the student will identify an audience the future users of the product they will develop. Their audience can be student, teacher, family members, or just anyone in their community. Then the student will use the information they gathered from the Empathize stage and focus on one aspect of the problem. 20

21. Ideate The third stage of design thinking is the generation of ideas to solve the identifies problem. This involves brainstorming and research. The students are to be encouraged to think out the box and produce radical ideas. 21

22. Prototype and Test Finally, The students go through a repetitive cycle of prototyping and testing. A prototype is anything that a user can interact with in order to, later on, provide feedback it. It can be made of easily accessible material is like paper, cardboard, sticky tape, recycled plastics, and so on. Once a prototype is created, they test it or aloe a user to test it and then make improvement, or possibly overhaul the design, depending on their observation and the feedback of the user. 22

23. Lesson 5: Use of Manipulative

24. Think Mathematics —-is an abstract subject which is the reason why many students find it difficult. 24

25. Following are some guidelines in using manipulatives in classroom. 1.Orient the students in how to use the manipulative. 2. Give clear and specific instruction. 3.While the students are at work pay attention to their mathematical talks. 4.If some students are struggling ask them why and how questions to scaffold their way through the activity. 25

26. Lesson 7: Collaboration

27. Introduction Some child psychologist point out that it easier for some kids to relate to just one co-learner rather than socializing with a big group at the same time. Teachers, however, can provide primary graders with many opportunities for interaction. Within collaborating group, children learn to try things out, conjecture, explore, justify, evaluate, and convince others of their findings. 27

28. Think Vygotsky's Social Learning Theory Vygotsky defined the zone of proximal development as follow: Is the distance between the actual developmental level as determined by independent problem-solving and the level of potential development as determined through problem-solving under adult guidance of in collaboration with more capable peers. 28

29. Designing group activities Collaborative activities encourage active participation from learners. Instead of passively accepting information from the teacher's, learners discover new insights by cooperatively working with other learners. There are some tips about preparing, monitoring, and processing collaborative tasks in classroom that will maximize the student's capacity to socialize and learn from and with each other. 29

30. • Identify the instructional objectives. When deciding whether or not to use group work for a specific task, reflect in the following questions. What does the activity aim to achieve? How will that objective be furthered by asking students to work in group? 30

31. • Determine the group size. How many students will be assign to each group? The size you choose will depend on the total number if students in your classroom, the size of the venue where the activity will be held, the variety of students needed in a group, and the task assign. 31

32. • Decide how will you divide the class. Will you group them based in proximity? Will you group them according to their own preference? The fastest way to group students is to divide the class based in proximity. Prepared a list of vis-à-vis his/her prevailing attitude towards the subject. 32

33. • Give a teambuilding task before assigning the actual task. Give a preliminary task that will help each student establish a good rapport with his/her group. These primer activities should be designed un such a way that positive relationships will be built and mutual respect between and among members will be established. 33

34. • Delegate a specific task to each member of the group. How do you get the students to participate in the task? Come up with a task wherein different roles are design to group members so that they are all involved in the process. Each member should feel responsible for the success of their groupmates and realize that their individual success depends on the group's success. 34

35. • Share your reason/s for doing collaborative activities. Students must understands the benefits of collaborative learning. Explicit connect these activities to larger class themes and learning outcomes whenever possible. 35

36. • Give your instruction clearly. Giving instructions is not something that you take for granted. Giving a clear set of instructions contributes to the good performance of students in an activity. As a facilitator if the activity, you should tell exactly what the students have to perform and describe what the final output of their group task will look like. 36

37. • Go around and keep your ears open. As students accomplish their group task, go around and answer questions about the task. Make sure to keep your ears open. Pay attention to the interesting points that will surface from the discussion. Allow your participants to feel some stretch/to experience struggle within reason to accomplish the task. 37

38. • Provide closure to the group activities. Conclude the activity by having s session wherein students give a report. You May ask them to reflect in how they performed in the group. 38