BEED 7
LESSON 1: Constructivist Approach
of Learning Mathematics
Goals of Constructivism
●First, students should develop their
mathematical structures that are more
complex, abstract, and powerful than
the ones they currently possess so that
gradually they will be able to solve a
wide variety of meaningful problems
●Second, Students should become
autonomous and self- motivated in their
mathematical activity.
●Students should believe that
mathematics is a way of thinking and
thinking is the only way to solve
mathematical problems. Their believe
will be change so that they do not "get"
mathematical knowledge from their
teacher so much as from their own
explorations, thinking, and participation
in discussions.
●Also, another important goal of the
constructivist approach in mathematics
is assessment, measurement and
evaluation what should be a natural
part of the learning process rather than
an activity completed at the end of the
learning process.
Five Steps for Constructing New
Knowledge
Step # 1 Previous Knowledge
- Every learner has ideas prior to
learning.
Step #2 Communicating Language
- Learning is not transmitted by
linguistic communication.
Step #3 Active Participation
- Learning is a participatory
process (Active Participation)
Step #4 Accepted Views
- Individual constructions should
fit with the accepted views of
communities of practice
(accepted views)
Step #5 Knowledge Construction
- Knowledge is personally
constructed from new
experiences (Knowledge
Construction)
Teaching Approaches
1. Interactive Teaching Approach
2.Problem - Centered Teaching Method
3. Group Work Approach
4. Discovery or Investigative approach
5. Individual Teaching Approach
Role of the Teacher
● Serve in the role of friends, mentors,
coaches and facilitators;
● Negotiating the details of what is to be
taught;
● Valuing the learners' ideas and their
autonomy;
● Finding appropriate challenging
problems and learning activities;
● Emphasizing cooperation in learning.
Encouraging communication as a form
of social interaction;
● Trying to find what is going on inside
the heads of learners rather than
relying on their overt and often
superficial responses;
● Helping the students make
connections by linking Accepting the
PRINCIPLES OF INSTRUCTIONAL
notion that learning is skill
PLANNING
developmental.
● To clarify thrusts of the course
LESSON 2: INSTRUCTIONAL
PLANNING ● To decide on the reasonable
time frame for the course
● To identify the important
Instructional Planning - is the ability
components of the lesson; see if they
of the teacher to visualize and forecast.
meet
Importance of Instructional Planning
● To determine the appropriate
● Provides for logical sequencing and approach in view of the goals
pacing lessons
● Economizes cost - time and energy
TYPES OF INSTRUCTIONAL
● Provides for a variety of instructional PLANNING
objectives
COURSE PLAN - A long-range teacher
● Creates the opportunity for higher guide is usually called a map or course
level of questioning of study.
● Guides teachers MAPPING - identifies and details the
content, concepts, skills and
● Provides direction for the teachers
sometimes, values to be taught for the
● Correlates instructional events entire course.

●Develops a sequence of well- UNIT PLAN - Reflects long-range goals

organized learning experiences and is means of organizing various
aspects of the course of the study.
●Presents a comprehensive, integrated
and meaningful content at an 1. Objectives
appropriate level
2. Content
● Prepares pupils/students for the day's
3. Skills
activities
4. Learning activities
5. Resources and Materials
Components of Instructional
Planning: 6. Evaluation procedures
● The teachers' attitudes, beliefs,
orientations and teachers' social
LESSON PLAN - A very important tool
background
of a teacher. It is a guide which includes
● The pupils'/students' age, the aims and objectives, subject matter,
background, knowledge, motivational materials and devices.
level of interest
COMPONENTS OF THE LESSON THREE PHASES OF DEVELOPING A
PLAN LESSON
● Objectives 1. The Initial Phase
2. The Lesson Proper
● Motivation
3. The Concluding Phase
● Outline
ASSESSMENT
● methods materials and media
- Is the ongoing process of
● assignment or homework interpreting the evidence of what a
student can do
PURPOSE OF ASSESSMENT
TYPES OF LESSON PLAN
- To assist in student learning.
1. Mastery Learning Lesson Plan
- To assess and improve student
2. Thinking Skills Lesson Plan learning
3. Flexible Grouping Lesson Plan - To identify children's strengths
and weaknesses.

WRITING AN OBJECTIVE - To assess the effectiveness of a

particular instructional strategy.
PRINCIPLE FOR GOALS AND
OBJECTIVES
TEACHING STRATEGIES

SMART (Specific, Measurable, PURPOSE OF BRAINSTORMING:

Attainable, Result-oriented, and Time- - Is to get as many ideas to the
bound and Terminal) surface as possible, no matter how
unusual they may seem.

TYPES OF OBJECTIVES: DISCUSSION - It is students' exchange

and share ideas about the lesson or
1. Performance Objectives about the assigned task.
2. Process Objectives

BRAINSTORMING - is used when

DEVELOPMENT & DESIGNING A there is an issue that has to be clarified
LESSON or a problem that calls for a solution.
DIFFERENT TYPES OF LESSON
1. Development Lesson THREE WAYS IN CONDUCTING
2. Supervised Study Lesson DISCUSSION:
3. Appreciation Lesson
4. Drill Lesson 1. Whole-class Discussion - All
5. Application Lesson students in the class exchange
and share ideas about given
 topic with the teacher as a
leader.
2. Small-class Discussion - This
provides teachers opportunities
to note students' behavior,
attitudes, and abilities to express
ideas.
3. Panel Discussion - This
strategy affords the presentation
of a variety of perceptions on a
single topic.
DEMONSTRATION - this strategy
designates the teacher or a designated
individual to model the behavior.
FAMILIAR DEBATE - this strategy in
which two sides of an issue are
presented and argued by two or more
individuals within a given time period.
CLASS DEBATE - Instead of having
two contending parties, it involves
seven members in a group assigned to
debate a topic.
RESPONSIBILITIES OF EACH
MEMBER TO PERFORM
(Armstrong,1980)
1. "PRO" position is the defenders'
attempt to marshal evidence in support
of the proposition being debated.
2. "CON" position seek to find
evidence and develop a line of logic
that opposes the proposition being
debated.
3. SKEPTICAL CRITIC seeks to
find information that will be useful in
attaching both arguments of the "pro"
and the "con" sides.
MOCK TRIAL - this strategy helps
students develop concepts of justice.
THREE PHASES IN CONDUCTING
MOCK TRIAL
1. Briefing - pre planning in which
the teacher's task is the identification of
the case drawn from the unit of study.
2. Conducting the trial -
simulation of the conduct of the trial
3. Debriefing - asking questions
like: What was the case about?
ROLE PLAYING - this strategy is used
when resolving problems or dilemmas.
SIMULATION - Provides students with
activities that are designed to provide
lifelike problem-solving experiences.
LECTURE - it is a well-prepared oral
presentation of a lesson by the teacher.
LESSON 3: STRATEGIES IN
TEACHING MATHEMATICS
Strategy based on Objectives
● Knowledge and skill Goals
● Understanding Goals
● Problem Solving
Knowledge and Skill Goals
● Student are required to
memorize facts or to become proficient
in using algorithms
● It requires automatic responses
which could be achieved through
repetition or practice
 construct new ideas or concepts based
upon their past knowledge/ SCHEMA
Understanding Goals
2. Cognitive - encourages the
1. Authority Teaching - teacher is
student’s creativity with the
the one in charge of the concepts to be
implementation of technology
learned
3. Guided Discovery Learning -
2. Interaction and Discussion -
Tool engages students in a series of
Created by asking questions in order to
Higher order thinking skills to solve
provide means for active participation
problems.
3. Discovery - The elements of a
discovery experience are motivation for
students 4. Metacognition - Students
should develop and explore the
4. Laboratory - This is done
problem.
through experimental activities dealing
with concrete situations. 5. Cooperative learning
5. Teacher Controlled a. Forming groups
presentation - Teacher uses different
b. Working as group
educational technology.
c. Problem solving as Group
d. Managing differences
Problem Solving
a. Make sure students understand
the problem Steps of Problem-Solving Strategy
b. Ask questions. 1. Restate the problem
c. Help the students gather 2. Select appropriate notation
relevant thought material
3. Prepare visual-aids
d. Provide students with an
atmosphere conducive to solving 4. Identify needed information
problems 5. Estimate the answer
e. Encourage the students to 6. Solve the problem
reflect on the problem and how they
arrived into solutions 7. Check the Solution

f. Encourage them to present

alternate ways to solve the problems Other Techniques in Problem
Solving

Theoretical basis of Problem Solving 1. Concept attainment Strategy

Strategies ● This allows students to discover
1. Constructivism - Learning is an the essential attributes of a concept
active process in which learners
2. Concept Formation Strategy
● This strategy is used when you
want the students to make connections
between and among essential element
of a concept
Evaluating Mathematics Learning
● Below Average
● Satisfactory
● Very Good
● Excellent
● Outstanding
Evaluation Procedures
Testing Procedures
1. Individual and Group Tests
2. Informal and Standardized Tests
3. Oral, Essay and Objective Tests
4. Speed, Power and Mastery Tests
5. Verbal, nonve rbal and Performance
Tests
6. Readiness and Diagnostic Tests
Non Testing Procedures
1. Interview such as teacher - pupil
interview
2. Questionnaires
3. Anecdotal Records
4. Sociometric Devices
5. Ranking and Rating Procedures
Types of Tests for Evaluation
Purposes
A. Achievement Test - include
simple quizzes on the work during
single period to full-scale examinations.
B. Diagnostic tests - attempts to
locate areas of misunderstanding.
C. Inventory tests - often referred
to as pre- and post-tests and are used
to determine the improvement of the
students.
D. Individual tests - require careful
questioning and observation.
E. Speed tests - are tests wherein
a student is required to complete as
many tests or problems in a
predetermined time.
F. Power tests - require a student
to do as many problems or tasks out of
a set of increasing difficulty
G. Sociometric Tests - which test
sociability of students requires them to
select or identify their classmates
whom they like very much