PRINCIPLES IN

TEACHING MATH
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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.
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⊸ Marzano (2003) states that

it is ineffective to
emphasize a high degree of
procedural proficiency
without developing
conceptual knowledge.
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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
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⊸ 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
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⊸ 3. For effective Math teaching employ,

 EXPERIENTIAL AND SITUATED LEARNING,

 REFLECTIVE LEARNING,
 CONSTRUCTIVISM,
 COOPERATIVE LEARNING AND;
 DISCOVERY AND;
 INQUIRY- BASED LEARNING.
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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)
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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
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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
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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
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REALIZATION!!!
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Thanks!