MODULE 3

Methods of Teaching Mathematics

INTRODUCTION

Mathematics is a creative endeavor. It is a human activity which arises from

experiences and becomes an integral part of culture and society, of everyday life and
work. Since mathematics is a creative and active process, its teaching should emphasize
this nature. In many classroom instances, this process is not nurtured. Teachers, often
so anxious to have children know their tables, use formulas, and follow procedures,
stifle children’s creativity and initiative to do mathematics in a way that makes sense to
them.

For children to love mathematics, appropriate emphasis should be replaced on inquiry,

exploration, and pleasure through hands-on experiences. The scientific and
technological achievements made possible through the use of mathematics should lead
to appreciation of the logic and order on which mathematical facts and computational
procedures are based. The following are approaches, methods and techniques that are
intended to bring children closer to mathematics. They are aimed to stimulate,
fascinate, and challenge children in the classroom. The different approaches discuss
some teaching episodes where structural learning experiences for children are provided.

LEARNING OUTCOMES

After completing this module, you should be able to:

a. explain the different methods of teaching mathematics;

b. discuss the approaches under interpersonal approach; and
c. differentiate the different approaches in teaching.

LEARNING CONTENT

Lesson 1: Interpersonal Approach

a. Cooperative Learning Approach

Cooperative learning methodology works well with groups or teams wherein members
help one another to achieve a desired outcome. It promotes the development of skills in
“democratic procedures” as they solve problems in a collaborative manner. It
recognizes and rewards collective effort, at the same time fosters strong motivation. A
smooth interpersonal interaction occurs.
Instructional Characteristics

1. It consists of two important components: a) cooperative incentive structure

and b) cooperative task structure. A cooperative incentive structure is one
wherein two or more individuals are interdependent for a reward they will
share if they are successful as a group. A cooperative task structure is a
situation in which two or more individuals are allowed, encouraged or
required to work together on some tasks.

2. Reward system are group-oriented rather than individually-oriented.

Interdependent relationship is strengthened and reinforced when group
cooperation is rewarded.

3. The interactions within the group is influenced by the members themselves.

4. Teams are made up of members with mixed abilities- high, average and low
achievers. They exhibit less competitive behavior.

5. Teams may be composed of males and females.

6. Group work promotes maximal generation and exchange of ideas, thus

influencing one another.

7. It promotes tolerance and respect for other peoples’ point of view.

8. Cooperative learning groups exhibit less competitive behavior.

9. Group work develops friendliness, willingness to assist and the worthwhile

value of “caring and sharing”.

Approaches Used

1. Student Team Achievement Division (STAD)

The teacher gives new information to students for a week. The class is divided into four
or five-member teams. Each member tries to learn the materials and then help each
other master the materials through tutoring, testing one another or carrying on group
discussions. Individually, students take weekly quizzes on the academic materials. The
team with the highest scores and the member with the high improvement scores are
recognized.
Teams-Games-Tournament (TGT) is the same as STAD, instead games are used.

2. Think - Pair – Share

Thinking phrase

The teacher poses a question about lesson. Students spend time thinking of the answer
alone.

Pairing phrase

Each student pairs with another and discusses the answer together. This interaction
leads to sharing of ideas.

Sharing phrase

The teacher asks the pair to share their answers with the whole class.

3. Buzz groups

Groups of 3 to 6 discuss all their ideas about a Lesson. Then a recorder summarizes the
ideas arrived at to the class.

4. Jigsaw

The students are assigned to 5 or 6-member study teams. Then a Lesson is presented
to them and each is responsible for a portion. Members from different teams with the
same Lesson meet together to study and help each other learn their own Lesson. Then
each return to their home team and discusses with the members what they have
learned. After discussions each member takes a quiz. Team scores are obtained and
high scoring team and each member are recognized.

5. Group investigations

Groups 5 or 6 members are formed. They are involved in planning the Lessons the like
to investigate together with the procedure they have to follow. They pursue in-depth
study of sub Lessons and conduct an analysis of the information obtained. The
conclusion is reported to the class.

Limitations

1. Sometimes it leads to confusion especially when members don’t

understand clearly their involvement in each task to be performed.
 2. The low achievers may end up “on-lookers: due to lack of skill.

3. Some may not agree to group rewards, leading to low motivation.

b. Peer Practice Strategy

When used in teaching-learning situations, to tutor means to coach, teach or instruct

another or do so among themselves. The tutor is more knowledgeable, skilled and has
the ability to influence others. The group must be close in age, skills and learning
styles.

Types of Tutoring

1. Instructional peer tutoring

Older, brighter students coach the younger ones. This could be done on a one-to-one
or one-to-a group arrangement. They may agree on how the assistance will be
provided. This is practiced when there is a big difference between tutor and tutee.

2. Monitorial tutoring

The class is divided into groups of 4 and 5 members. Monitors are assigned to lead
each group. The teacher has more time to attend to the rest while the tutors monitor
and help the rest.

3. Pair Tutoring

Children of the same age, one better skilled than the other, interact and help one
another to pursue the learning activity. They can read and discuss together.

4. Structural peer tutoring

The assistance of trained tutors is required in following instruction or definite
procedures that are provided in models and guides.

Limitations

1. If left to themselves “over tutoring” might create a negative situation

instead.

2. Unclear roles can lead to questions on credibility of tutors.

3. Favoritism in choice of tutors must be avoided. This could result in

overdomineering and all-knowing reactions of the tutors.

c. Game-based Strategy

According to Karl Kapp Game-based learning facilitates learning by laying its

foundations upon the game: the process is more easily followed while the concepts are
assimilated. The game creates a virtual environment that recreates realistic situations
(simulations). This way, users (students) learn to function in a safe context, but with
rules, interactivity and feedback.

Many teachers struggle to smoothly incorporate games into lessons due to time and
logistical issues, yet see game-based learning (GBL) as a way to engage students and
appeal to diverse learning styles (Guido, 2016).

Here are five steps to integrating game-based learning into your classroom:

1. Determine the Purpose of Game-Based Learning

 2. Deciding how you’ll use a game will narrow your search, helping you
find an appropriate one.

3. Play the Game Yourself, Making Sure It Is Aligned with Learning Goals

a. Ensure It Meets Expectations from Parents

b. Dedicate Time to Consistent In-Class Play

c. Assess Progress Throughout Play, Informing Instruction

WEB Link

To learn more about Interpersonal Approach through the WEB, you may open the
following links:

Cooperative Learning available at

https://granite.pressbooks.pub/teachingdiverselearners/chapter/cooperative-learning-2/

15 Easy Peer Teaching Strategies to Help Students available at

https://www.prodigygame.com/blog/advantages-disadvantages-peer-
teachingstrategies/

Managing Game-Based Learning in the Classroom available at

https://www.youtube.com/watch?v=QUeHyEgvtGA

Proceed to Activity 1 to further test your understanding of the lesson presented above.

Lesson 2: Teacher Guided Approach

a. Direct Instruction
Direct instruction is a way of teaching which helps students master basic knowledgeable
and skills in a step-by-step procedure. It is described as straight forwarded and can be
mastered in a relatively short time. It is best employed in teaching performance-
oriented subjects such as science, Physical Education, Mathematics and Music.
Examples are how to solve problems using mathematical equations, how to write a
research paper or how to drive a car.

Instructional Characteristics

1. Direct instruction is teacher-directed.

2. It is an effective way of demonstrating a step-by-step procedure as
in how to execute the five steps of a popular folkdance.

3. It emphasizes the learning of skills especially how to execute the

steps in the entire procedure.

4. The model requires careful structuring and attention to every detail

of the skill or content to be taught.

5. Complex skills can be divided into subskills or component parts in

order to insure precision in the performance.

6. Much of the learning will be achieved through demonstration on

what is appropriately termed “behavioral modeling.”

7. It is teacher-directed. During the demonstration phase, the

students must be given ample time for practice.

b. Discovery Approach

Discovery approach is a teaching strategy which aims to assist the student in finding
solutions or answers to a problem or attaining a learning objective through self-
discovery. He follows a step-by-step procedure, and in the end arrives at own
meanings, interpretations and conclusions.

The teacher may assist a student minimally in initiating the search for information. Such
technique is termed guided discovery. Along the way she may ask questions as
reminders to ascertain the right sequence and direction of all the learning activities.
Instructional Characteristics

1. The student gains first-hand experience.

2. The use of all the senses makes observations keen and reliable.

3. Since the student discovers what they planned to look for, learning
becomes permanent.

4. It develops critical thinking. The skill in employing the steps of the

scientific method is developed.

5. The joy and pride in discovering is worth all the time and effort
spent.
6. Such independent search can lead to full blown research later.

7. The teacher stays nondirective, thus developing independence and

personal excitement as well.

Limitations

1. Lack of needed tools may hamper the scientific procedure.

2. Less capable ones may not be successful despite guidance.

3. It may lead to trial-and-error unless properly guided.

WEB Link

To learn more about Teacher Guided Approach through the WEB, you may open the
following links:
Basic Philosophy of Direct Instruction (DI) available at

https://www.nifdi.org/15/index.php?option=com_content&view=article&id=52&Itemid=
27

Direct Instruction available at

http://www.worksheetlibrary.com/teachingtips/directinstruction.html

Instructional Design Models and Theories: The Discovery Learning Model available at

https://elearningindustry.com/discovery-learning-model

Proceed to Activity 2 to further test your understanding of the lesson presented

above.

Lesson 3: Self-Based Approach

a. Inquiry Method

The inquiry approach is one of the most effective and success-guaranteed method in
teaching science and mathematics. It offers the greatest promise in directing learning
activities toward the attainment of the ultimate goal of science teaching for the 21 st
century- the development of scientific literacy. It is sometimes termed discovery,
scientific thinking, heuristic and problem solving. Kuslan and Stone (1985) define
inquiry teaching as a teaching method which is “modeled after the investigative
processes of scientists.’ Both the teacher and the students study scientific phenomena
through “approach and the spirit of the scientists.”

Unlike other teaching models which emphasize direct instruction, inquiry teaching aims
to help students seek answers to their own questions, gather pieces of evidences and
draw own conclusions and generalizations. It puts premium on self-directed learning
activities patterned after the scientific procedures and processes as analyzing,
evaluating and synthesizing with an end in view at discovering concepts by themselves.
Ultimately, they become independent, autonomous learners capable of learning on their
own.
We will never be able to help children learn if we tell them everything they need to
know. Rather, we must provide them with opportunities to explore, inquire and discover
new learning.

Instructional Characteristics

Following are some instructional characteristic that are observed in inquiry teaching:

1. The inquiry approach offers a generous use of scientific processes

such as observing, comparing, measuring, predicting, inferring,
communicating and drawing generalizations. They are habitually
employed during their investigations. The development and
enhancement of this skill is the primary aim of this method.

2. The answers and procedure to be followed are not known in advance

to the students. Confronted with questions and problems, they
suggest ways of finding solutions. This leads to the real meaning of
“discovery”, thus making learning more lasting and meaningful.

3. The students are genuinely interested and highly motivated to work

either independently or in small groups. Full and active involvement is
spontaneous. A keen sense of responsibility is exhibited.
4. During the investigations, such questions as how, why, prove, justify
and others persist which drive them to continue pursuing in order to
gather adequate data and evidences to support their conclusions and
solutions.

5. Suspense and excitement occur in a highly eager classroom

atmosphere especially if modelled by an “inquisitive” and curious
teacher.

Suggestions/Recommendations

The inquiry approach is ushered by a number of teacher’s equally habitual inquiring

ways.

1. She should help students learn how to ask questions. Her own
questioning technique will serve as a model. Some teachers who are in
a hurry to finish the lesson ask endlessly “what” questions, resulting in
an encyclopedic presentation of terms and memorized concepts.
 2. Creativity is a value that they will be able to enhance, if she will plan
procedures that are original and new. Surprise them with interesting
questions rather than the very traditional “what”: type of inquisitions.

3. Inquiry teaching extracts tremendous demands on the teacher’s ability

to plan learning activities that will improve critical thinking objectively
and rationality among students. Hence, a consistent and continuous
employment of science processes as observation, experimentation and
inductive and deductive reasoning can pave the way towards
developing higher-order thinking skills.

4. Above all, the teacher herself should be fully aware of her changed
role as that of a guide, facilitator and counselor or rather then the
usual authority who not only determines the material to be learned but
also dictates how it should be learned.

5. Provide a conducive classroom setting that will allow, among others,

freedom of movement, wide choice of appropriate tools and
equipment and an adequate supply of materials for both3 instant and
planned experimentations. Such an atmosphere will motivate them to
freely undertake the activity.

Sample Inquiry Learning

1. Why bats can “see” in the dark?

2. How to strengthen an electromagnet?

3. Causes of sandstorm.

4. Why birds can fly at high altitudes

5. Leaves of plants wilt at noon.

b. Problem-Based Learning

We solve problems everyday, whether we are conscious of it or not. Some are easy to
solve like what to wear on a cold day. Others would need more time and effort like how
to start a food trade.
Used as a teaching methodology, it consists of a fixed step-by-step procedure directed
towards finding an answer or a solution to a problem. It starts with a clear definition of
a problem, followed by a hypothesis or tentative solution which serves as a guide in
trying to solve it. The next activities would include gathering of data and relevant
information, analyzing such and finally arriving at an answer to the problem.

Problem solving is also termed a scientific methodology. The steps followed could be at
stated briefly as follows:

a. Defining the problem.

b. Formulating a hypothesis or a tentative solution.

c. Testing the likely hypothesis using appropriate methodology.

d. Gathering, recording and analyzing data

e. Arriving at a conclusion or generalization

Used extensively in Science and Mathematics classes2, the students are trained to be
sensitive to problem situations, state a tentative and find answers to problem by
themselves.

Instructional Characteristics

1. It represents a systematic and scientific way finding answers or

solutions to problems.

2. The problem solver gains first-hand experience. The student

undergoes all the steps otherwise it will result to a trial-and
error method.

3. Learning becomes permanent.

4. The training develops critical-mindedness, likewise inculcates

systematic habits of work which are carried throughout their
adulthood.
 5. It develops ones creativity and ingenuity in solving problem
situations.

6. The skill in collecting and analyzing recorded data will enable

the student to formulate accurate and reliable conclusion.

7. The students get actively involved.

8. Problem solving develops higher level thinking skills.

9. A high sense of responsibility, originality and resourcefulness

are developed that enable them to undertake independent
study or research.

10. Guided with a step-by-step procedure, they will be able to work

systematically, likewise develop the traits or orderliness and
thoroughness.

Limitations

1. The different steps are time-consuming.

2. This methodology is recommended for those who possess

patience and persistence to continue to search for answers
even if it takes a long time.

3. Some students lack the analytic and critical mind to process the
data gathered resulting in incorrect conclusions.

c. Research-Based Strategy

Student research is a teaching methodology that is employed as a special task in

connection with lessons planed for a while unit. At a certain point the teacher may
require two or three students to research individually on the provisions of the bill titled
Clean Air Act and incidence of our pollution in a busy street in the area. Reported to the
class, this current information will be of great help in discussion the causes and
prevention of air pollution.

An individual research may be undertaken in the laboratory where simple tools and
equipment are available. A library research can be search of information from books
and other printed materials.
An important focus is on developing the ability to gather information with an end in
view of finding answers to questions or problems by analyzing said information and
drawing a conclusion. Unfortunately, while students are good in gathering data that
could serve as evidences, they lack the ability to continue organizing, analyzing and
evaluating them in order to arrive at the learning objective.

Depending on the students level of maturity, the range of knowledge-search may start
from simple and best surveys or interviews. The more capable and experienced may
undertake a complete study by employing a number of science processes and following
the steps of a scientific method.

Instructional Characteristics

A student research methodology is effective for the following reasons:

1. The students are able to gather and determine relevant and

muchneeded data and information and organize it in art orderly
manner.

2. It affords training in the rise of appropriate science processes and

proficiency in its consistent employment is assured.
3. With this method, they are led to follow the steps of a scientific
method which includes formulating a hypothesis, testing it, gathering
and analyzing data gathered and drawing a conclusion.

4. Through constant practice, the ability to formulate conclusions and

generalizations based in sufficient and reliable data is enhanced.

5. It personalizes instruction, thus allows the choice of Lessons to be

studied depending their interest and motivation.

6. Their decision-making ability and sense of responsibility and fair

judgment are internalized.

7. They developed a deep sense of appreciation and gratitude for the

great achievements of research experts and recognized scientists
whose findings are being enjoyed and used world-wide.
WEB Link

To learn more about Self-Based Approach through the WEB, you may open the
following links:

Asking questions that encourage inquiry-based learning available at

https://cpb-cac1.wpmucdn.com/learningnetwork.setbc.org/dist/f/266/files/2016/11/PD-
4_Handout100tzgt.pdf

Problem-Based Learning (PBL) available at

https://educationaltechnology.net/problem-based-learning-pbl/ Research-

Based Strategy in Education available at

https://online.mc.edu/articles/education/research-based-strategy-
ineducation.aspx#:~:text=Research%2Dbased%20strategies%20are
%20implemented,a nd%20constructed%20constitutes%20the%20curriculum.

Proceed to Activity 3 to further test your understanding of the lesson presented above.

TEACHING AND LEARNING ACTIVITIES

The activities provided in this section help you to develop further your understanding
on the methods of teaching mathematics. You may post your answer on the discussion
forum.

Activity 1: Interpersonal approach

1a. Why can a heterogenous grouping lend best to cooperative learning approach?

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1b: What game will you introduce or use in teaching if your Lesson is “Ratio and
Proportion”. Explain the mechanics of the game.

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Activity 2: Direct Instruction

Is a video presentation considered a form of direct instruction? Explain.

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Activity 3: Inquiry Method

If you are going to apply Inquiry method in teaching “Ratio and Proportion” what are
the possible questions you may ask in introducing the Lesson?

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ASSESSMENT TASK

1. Choose a Lesson in Mathematics and determine the method/s or approach/es

that you will apply in teaching the Lesson. Explain.
REFERENCES:

Guido, Marcus (2017). Game-based learning methods and strategies by Karl Kapp.
Prodigy. Retrieved on July 29, 2020 from
https://www.prodigygame.com/blog/advantages-disadvantages-peer-teaching
strategies/

Guido, Marcus (2017). Steps to Implementing Game-Based Learning in the Classroom

Prodigy. Retrieved on July 29, 2020 from
https://www.prodigygame.com/blog/implementing-game-based-learning-in-the
classroom-examples/

Salandanan, Gloria G. (2012). Methods of Teaching. Quezon City, Metro Manila: Lorimar
Publishing, Inc.

Ulit, Enriqueta V., et al. (1995). Teaching the Elementary School Subjects. Sampaloc,
Manila: Rex Book Store, Inc.