Strategies in teaching mathematics

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<ul><li> 1. Strategies inTeachingMathematics</li></ul> <p> 2. Strategy based on ObjectivesKnowledge and skill GoalsUnderstanding GoalsProblem Solving 3. Knowledge and Skill Goals Student are required to memorize facts or tobecome proficient in using algorithms It requires automatic responses which couldbe achieved through repetition or practice 4. Understanding Goals Interaction Laboratory Authority andDiscovery This isTeaching DiscussionTheTeacher done teacher isCreated by Controlledelements ofthroughasking presentation the one ina discovery experimentquestions in Teacher uses charge of order toexperienceal activities differenttheprovide aredealingeducationalconcepts to means formotivationwithtechnologybe learnedactivefor students concreteparticipation situations 5. Problem Solvinga. Make sure students understand the b. Ask questions. problem d. Provide students with an c. Help the students gather relevantatmosphere conducive to solving thought materialproblemse. Encourage he students to reflect on the f. Encourage them to present alternateproblem and how they arrived intoways to solve the problemssolutions 6. GuidedCognitive Discovery MetacognitionConstructivismCooperative encourages LearningStudents Learning is an learning theTool engages should active process a. Formingstudents students in adevelop andin whichgroupslearnerscreativity series of explore theb. Working construct newwith theHigher groupideas orimplementathinking skillsIt mustc. Problemconcepts based tion ofto solvechallenge theupon their past solving as technology problems students toknowledge/Groupthink.SCHEMAd. Managingdifferences Theoretical basis of Problem SolvingStrategies 7. Check the SolutionSteps of Problem Solve theSolving Strategy problemEstimate the answerIdentify needed informationPrepare visual-aidsSelect appropriate notation Restate the problem 8. Other Techniques inProblem SolvingConcept Formation StrategyConcept attainment Strategy This strategy is used when youThis allows students to discover thewant the students to makeessential attributes of a conceptconnections between and among essential element of aIt can enhance students skills inconceptseparating important from unimportantinformation; searching for patterns andmaking generalizations; and definingand explaining conceptsIt is successful when students are ableto generate their own example anddescribe the process they used to findthe essential attributes f the concept 9. Developing a Lesson in Mathematics 10. Concept Attainment 11. EvaluatingMathematicsLearning 12. Evaluation Procedures Individual andReadiness Group Tests Informal andand StandardizedDiagnosticTests Tests Testing Procedures Verbal, nonve Oral , Essay rbal and and Objective PerformanceTestsSpeed , Power Tests and MasteryTests 13. Evaluation Procedures Interview such as teacher pupil interviewQuestionnairesAnecdotalNon TestingRecordsProceduresSociometricDevicesRanking andRatingProcedures 14. Types of Tests for Evaluation Purposesb. Diagnostic tests attempts to a. Achievement Test include simple locate areas of misunderstandingquizzes on the work during singleor areas where teaching has notperiod to full-scale examinations taken place to enable suitableg. Sociometric remedial instruction to be given Tests whichtest sociabilityc. Inventory tests often referred to as d. Individual tests require careful of students pre- and post- tests and are used toquestioning and observation ofrequire them determine the improvement of the the reaction of an individual and to select or students needs an expert to administeridentify their classmateswhom they e. Speed tests are tests wherein a like very muchf. Power tests require a student student is required to complete as to do as many problems or tasksmany tests or problems in aout of a set of increasing difficultypredetermined time 15. Thank you.Lovelots, nayka </p>