INSTRUCTIONAL

STRATEGIES
For MATHEMATICS

Presented by: Maribel Leah G. Agliam

BSE III - Mathematics
• An instructional strategy explains the instructional
materials and methods that students use to attain their
learning outcomes.
• Teachers should mastered effective approaches and
strategies in teaching Mathematics.
INSTRUCTIONAL STRATEGIES FOR MATHEMATICS
1.Problem Solving
2.Inductive Learning
3.Concept Attainment
4.Mathematical Investigation
5.Design Thinking
6.Game-Bases Learning
7.Use of Manipulatives
8.Values Integration
9.Collaboration
10.Teaching by Asking
 1. Problem Solving
• Student-centered
• Promotes critical and creative thinking skills
• Problem solving abilities
• Communication skills

3 MAIN ELEMENTS OF PROBLEM SOLVING

1.The word problem
2.Time given to struggle the problem
3.Mathematical discourse
1. The Word Problem
• In using problem-solving strategy, the problem is the starting point of the learning experience.
• In most cases, the teacher first demonstrates how to solve a problem.

2. Time Given To Struggle With The Problem

• The goal is for the students to collaborate.
• Encourage the students to use their previously learned knowledge and skills.
• Tell the students that there is more than one way to solve the problem.

3. Mathematical Discourse
• While the students are working in small groups, the teacher has the opportunity to
roam around and enjoy the students' mathematical discussions.
2. Inductive Learning

• also known as discovery learning

• specific to general
• the teachers design and facilitate activities that guide the learners in discovering a rule.

4 Processes Of Inductive Learning

1.Observe
2.Hypothesize
3.Collect evidence
4.Generalize
1. Observe
• Give the students some examples to observe.

2. Hypothesize
• The students form rules in their minds as they observe.

3. Collect Evidence
• The students test their hypothesis to other examples.

4. Generalize
• Support the students so that they would use mathematical terms in stating
their rule.
 3. Concept Attainment

Concept attainment is designed to clarify ideas and to introduce aspects

of content. It engages students in formulating a concept through use of
illustrations, word cards or specimen called examples.
Steps In Concept Attainment

1. Presentation of examples and non-examples

- alternately give examples and non-examples.

2. Listing of Common Attributes

- list down the common attributes given by the students.

3. Adding Student-Given Examples

- ask the students to provide their own examples based on the listed attributes.

4. Defining the Mathematical Term

- help the students come up with a word or phrase for the concept.

5. Checking of Understanding
- give them a list and ask them whether each item is an example or non-example.
4. Mathematical Investigation

• A mathematical investigation is defined as a collection of worthwhile problem-

solving tasks.
• Is open-ended, permitting several acceptable solutions.
• The goal of the investigation is not specified by the teacher.

3 Main Phases Of Mathematical Investigation

1.Problem-posing
2.Conjecturing
3.Justifying
 Parts Of Mathematical Investigation
Introduction
• Background
• Objectives
• Significance

Methodology
Results and Discussions
Conclusions and Recommendation
 5. Design Thinking

• Design thinking is part of the broader project-based learning

educational mode. It uses a creative, systematic approach to teach
problem-solving.
• It is a progressive teaching strategy that allows the students to look for
real-world problems finding creative solutions.
 • Understand the audience and have compassion for whom you
Emphatize are designing.
• The teacher should be explicit in guiding the students to put
themselves in the shoes of others.

• Clearly articulate the issue or problem you need

Define to solve.
• It is important that the students are able to
identify a true problem.
 • Generate ideas, conduct research and brainstorm
Ideate possible solutions. Develop your solution.

• The students go through a repetitive cycle of

Prototype prototyping and testing.
and Test • Physical product is important but the process is
more important.
6. Game-Bases Learning

Makes learning and instruction fun and immersive. Games give experiences
meaning, they provide a set of boundaries within a safe environment, to
explore, think, and try things out. They provide the motivation to succeed and
reduce the sting of failure.

“Games Teach Productive Struggle”

7. Use of Manipulatives

• Manipulatives are physical devices used as teaching tools to engage

students in hands-on mathematics learning. They can be used to teach,
practice, or correct an idea. A manipulative might be as simple as rice
grains or as complex as a model of our solar system.

• The us of manipulatives is constructivist.

7. Use of Manipulatives

A manipulative is an object in mathematics education that is

constructed so that a learner can perceive some mathematical
notion by manipulating it, hence the name. Manipulatives allow
students to understand concepts through developmentally
appropriate hands-on experience.
8. Values Integration

Values Integration is a means of developing values through

teaching-learning activities in many learning areas.

Integrating Math Into Other Subject Areas

• Math is connected to many disciplines and should not be
isolated from other subjects.
Tapping into the affective domain
• The affective domain includes the manner in which we
deal things emotionally.

Examples:
Math Topics

Whole Numbers
Order of Operations
9. Collaboration

It promotes an educational approach to learning in which

students cooperate in groups to solve a problem, perform a
task, or create a product.
 Benefits Of Collaboration Includes:

• Development of higher-level thinking, oral

communication, self-management, and leadership skills.
• Promotion of student-teacher interaction.
• Increase in student retention, self-esteem, and
responsibility.
10. Teaching By Asking

When compared to the more traditional format, the

method of teaching through asking questions resulted
in significant advances in learning. This was true for a
range of tests that tested students' factual knowledge,
understanding of ideas, and higher level reasoning
about the topic.
10. Teaching By Asking

According to this method of teaching by asking questions:

• The teacher begins by asking a question about an issue to be explored with the
class.
• The class and teacher work together to determine the basic knowledge and key
terms they need to address the question.
• This leads to the formulation of supporting questions, and a search for answers.
• Students then generate a short answer to the initial question. This answer is the
main idea of the topic.
• Finally, they make connections between the main idea and related topics.
Thank you for listening!
Presented by: Maribel Leah G. Agliam
BSE III - Mathematics

/.