1. Strategies in
Teaching
Mathematics

2. Strategy based on Objectives
Knowledge
and skill Goals
Understanding
Goals
Problem Solving

3. 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

4. Understanding Goals
Interaction Laboratory
Authority and Discovery This is
Teaching Discussion The Teacher
done
teacher is Created by Controlled
elements of through
asking presentation
the one in a discovery experiment
questions in Teacher uses
charge of order to experience al activities
different
the provide are dealing
educational
concepts to means for motivation with
technology
be learned active for students concrete
participation situations

5. Problem Solving
a. Make sure students understand the
b. Ask questions.
problem
d. Provide students with an
c. Help the students gather relevant atmosphere conducive to solving
thought material problems
e. Encourage he students to reflect on the f. Encourage them to present alternate
problem and how they arrived into ways to solve the problems
solutions

6. Guided
Cognitive Discovery Metacognition
Constructivism Cooperative
encourages Learning Students
Learning is an learning
the Tool engages should
active process a. Forming
students’ students in a develop and
in which groups
learners creativity series of explore the
b. Working
construct new with the Higher order problem.
as group
ideas or implementa thinking skills It must
c. Problem
concepts based tion of to solve challenge the
upon their past solving as
technology problems students to
knowledge/ Group
think.
SCHEMA d. Managing
differences
Theoretical basis
of Problem
Solving
Strategies

7. Check the
Solution
Steps of Problem Solve the
Solving Strategy problem
Estimate the answer
Identify needed information
Prepare visual-aids
Select appropriate notation
Restate the problem

8. Other
Techniques in
Problem Solving Concept Formation Strategy
Concept attainment Strategy • This strategy is used when you
•This allows students to discover the want the students to make
essential attributes of a concept connections between and
among essential element of a
•It can enhance students’ skills in concept
separating important from unimportant
information; searching for patterns and
making generalizations; and defining
and explaining concepts
•It is successful when students are able
to generate their own example and
describe the process they used to find
the essential attributes f the concept

9. Developing a Lesson in
Mathematics

10. Concept Attainment

11. Evaluating
Mathematics
Learning

12. Evaluation Procedures
Individual and
Readiness Group Tests Informal and
and Standardized
Diagnostic Tests
Tests
Testing
Procedures
Verbal, nonve Oral , Essay
rbal and and Objective
Performance Tests
Speed , Power
Tests
and Mastery
Tests

13. • Evaluation Procedures Interview such
as teacher –
pupil interview
Questionnaires
Anecdotal
Non Testing Records
Procedures
Sociometric
Devices
Ranking and
Rating
Procedures

14. Types of Tests for Evaluation Purposes
b. Diagnostic tests attempts to
a. Achievement Test include simple locate areas of misunderstanding
quizzes on the work during single or areas where teaching has not
period to full-scale examinations taken place to enable suitable g. Sociometric
remedial instruction to be given Tests which
test sociability
c. Inventory tests often referred to as d. Individual tests require careful of students
pre- and post- tests and are used to questioning and observation of require them
determine the improvement of the the reaction of an individual and to select or
students needs an expert to administer identify their
classmates
whom they
e. Speed tests are tests wherein a like very much
f. Power tests require a student
student is required to complete as
to do as many problems or tasks
many tests or problems in a
out of a set of increasing difficulty
predetermined time

16. Thank you….
Lovelots, nayka