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WEEK 1 - Learning Material

Principles and strategies in Math (Western Mindanao State University)

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REPUBLIC OF THE PHILIPPINES

WESTERN MINDANAO STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
BACHELOR OF SECONDARY EDUCATION-MATH
2ND SEMESTER (S.Y.2021-2022)

PRINCIPLES
AND
STRATEGIES
IN
MATH
AS 19 MATH
118
Week 1-2
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 Topic/Title of the Lesson

1. Conceptual Framework of Math Education
2. Goals in Mathematics Education
3. Critical Thinking Skills

 Objectives
At the end of the lesson, the pre-service teacher (PST) should be able to:
A. discuss how critical thinking skill is developed in Mathematics teaching.
B. discuss how problem-based strategy enhances learning Mathematics
C. distinguish the key features of Problem Solving and Problem-based strategy
D. cite examples of: a. Argumentation and b. Conflict Resolution c. Conjecture
reasons d. Patterning

 Introduction
In its unending pursuit of true academic excellence, the Philippines instituted its
educational reform called K to 12 Program upon the enactment of Republic Act (RA) No. 10533
known as Enhanced Basic Education Act 2013. With the intention of uplifting the Philippine
educational system, possible indicators of reform’s effectiveness would be the country’s
participation in international educational research studies such as the Trends in International
Mathematics and Science Study (TIMSS). This international large-scale assessment is periodically
conducted, which could provide feedback on how the Filipino students’ performance has
improved over time in an international setting from the time its basic education was just 10
years to now that it is K to 12.

The Mathematics Curriculum in Primary and Lower Secondary Grades The

framework of the mathematics curriculum aims to develop critical thinking and problem
solving skills. As a skills subject, mathematics provides a solid foundation for necessary
concepts and life skills Filipino learners develop in basic education. The mathematics
curriculum in the K to 12 Basic Education Curriculum has two objectives: critical
thinking and problem solving. These two goals are embedded in the curriculum with
skills, processes, values, and attitudes of Filipino learners, which were given a great deal
of consideration during its inception. There are five content areas in the mathematics
curriculum; Numbers and Number Sense, Measurement, Geometry, Patterns and
Algebra, and Probability and Statistics.
The mathematics curriculum aims to develop the following skills and
processes: knowing and understanding, estimating, computing and solving, visualizing
and modeling, representing and communicating, conjecturing, reasoning, proving and
decision making, and applying and connecting. Further, it emphasizes the following
attitudes and values: accuracy, creativity, objectivity, perseverance, and productivity.

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The curriculum encourages the use of technology aids as appropriate in the teaching of
mathematics.
The education theories embodied in the mathematics curriculum are based
on experiential and situated learning, reflective learning, constructivism, cooperative
learning, and discovery and inquiry-based learning. Mathematics learners must
demonstrate understanding and appreciation of key concepts and principles of
mathematics as applied using appropriate technology in problem solving; critical
thinking; communicating; reasoning; and making connections, representations, and
decisions in real life. Key stage standards are elaborated in the following stages: K to
Grade 3, Grades 4 to 6, and Grades 7 to 10.
Kindergarten to Grade 3. At the end of Grade 3, the learner
demonstrates understanding and appreciation of key concepts and skills involving
numbers and number sense (whole numbers up to 10,000 and the four fundamental
operations including money, ordinal numbers up to 100, basic concepts of fractions);
measurement (time, length, mass, capacity, area of square and rectangle); geometry
(twodimensional and three-dimensional objects, lines, symmetry, and tessellation);
patterns and algebra (continuous and repeating patterns and number sentences);
statistics and probability (data collection and representation in tables, pictographs and
bar graphs, and outcomes).
Grades 4 to 6 .At the end of Grade 6, the learner demonstrates
understanding and appreciation of key concepts and skills involving numbers and
number sense (whole numbers, number theory, fractions, decimals, ratio and proportion,
percentages, and integers); measurement (time, speed, perimeter, PHILIPPINES TIMSS
2019 ENCYCLOPEDIA 5 circumference and area of plane figures, volume and surface
area of solid/space figures, temperature and meter reading); geometry (parallel and
perpendicular lines, angles, triangles, quadrilaterals, polygons, circles, and solid figures);
patterns and algebra (continuous and repeating patterns, number sentences, sequences,
and simple equations); statistics and probability (bar graphs, line graphs and pie graphs,
simple experiments, and experimental probability).
Grades 7 to 10 At the end of Grade 10, the learner demonstrates
understanding and appreciation of key concepts and skills involving numbers and
number sense (sets and real numbers); measurement (conversion of units); patterns and
algebra (linear equations and inequalities in one and two variables, linear functions,
systems of linear equations, and inequalities in two variables, exponents and radicals,
quadratic equations, inequalities, functions, polynomials, and polynomial equations and
functions); geometry (polygons, axiomatic structure of geometry, triangle congruence,
inequality and similarity, and basic trigonometry); statistics and probability (measures of
central tendency, variability and position; combinatorics and probability).

What is Mathematics?
Mathematics, the science of structure, order, and relation that has
evolved from elemental practices of counting, measuring, and describing the shapes of
objects. It deals with logical reasoning and quantitative calculation, and its development
has involved an increasing degree of idealization and abstraction of its subject matter.

 Content
What is Mathematics Education?
 Mathematics education is referred to as the practice of teaching and learning
of mathematics in a way of solving problems involving learning the algorithms
and formulas necessary for computations. It is a platform to learn and
teach mathematics with better way.
 Is the formal teaching and learning of mathematical concepts. This is
predominantly done in a formal setting such as schools.
 The practice of teaching and learning of mathematics. In research, reference is
made to mathematics education reform to refer to more
helpful mathematics curricula and ways to teach and assess mathematics.

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 The following are the suggested methods in teaching Mathematics to students:

The method or methods used in any particular context are largely
determined by the objectives that the relevant educational system is
trying to achieve. Methods of teaching mathematics include the
following:

1. Classical education: the teaching of mathematics

within the quadrivium, part of the classical education
curriculum of the Middle Ages, which was typically
based on Euclid's Elements taught as
a paradigm of deductive reasoning.

Games can motivate students to improve skills that are usually learned by rote. In
"Number Bingo," players roll 3 dice, then perform basic mathematical operations on
those numbers to get a new number, which they cover on the board trying to cover 4
squares in a row. This game was played at a "Discovery Day" organized by Big Brother
Mouse in Laos.

2. Computer-based math an approach based around the use of mathematical software

as the primary tool of computation.
3. Computer-based mathematics education involving the use of computers to teach
mathematics. Mobile applications have also been developed to help students learn
mathematics.
4. Conventional approach: the gradual and systematic guiding through the hierarchy of
mathematical notions, ideas and techniques. Starts with arithmetic and is followed
by Euclidean geometry and elementary algebra taught concurrently. Requires the instructor
to be well informed about elementary mathematics since didactic and curriculum decisions
are often dictated by the logic of the subject rather than pedagogical considerations. Other
methods emerge by emphasizing some aspects of this approach.
5. Discovery math: a constructivist method of teaching (discovery learning) mathematics
which centres around problem-based or inquiry-based learning, with the use of open-ended
questions and manipulative tools. This type of mathematics education was implemented in
various parts of Canada beginning in 2005. Discovery-based mathematics is at the
forefront of the Canadian Math Wars debate with many criticizing its effectiveness due to
declining math scores, in comparison to traditional teaching models that value direct
instruction, rote learning, and memorization. [13]
6. Exercises: the reinforcement of mathematical skills by completing large numbers of
exercises of a similar type, such as adding vulgar fractions or solving quadratic equations.
7. Mastery: an approach in which most students are expected to achieve a high level of
competence before progressing.
8. Problem solving: the cultivation of mathematical ingenuity, creativity and heuristic thinking
by setting students open-ended, unusual, and sometimes unsolved problems. The
problems can range from simple word problems to problems from
international mathematics competitions such as the International Mathematical Olympiad.
Problem-solving is used as a means to build new mathematical knowledge, typically by
building on students' prior understandings.
9. Recreational mathematics: Mathematical problems that are fun can motivate students to
learn mathematics and can increase enjoyment of mathematics.
10. Standards-based mathematics: a vision for pre-college mathematics education in
the US and Canada, focused on deepening student understanding of mathematical ideas
and procedures, and formalized by the National Council of Teachers of Mathematics which
created the Principles and Standards for School Mathematics.
11. Relational approach: Uses class topics to solve everyday problems and relates the topic
to current events. This approach focuses on the many uses of mathematics and helps
students understand why they need to know it as well as helping them to apply
mathematics to real-world situations outside of the classroom.
12. Rote learning: the teaching of mathematical results, definitions and concepts by repetition
and memorisation typically without meaning or supported by mathematical reasoning. A

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derisory term is drill and kill. In traditional education, rote learning is used to
teach multiplication tables, definitions, formulas, and other aspects of mathematics.

Teaching Students developed their Critical Thinking Skills.

A teacher that emphasizes reasoning, logic and

validity gives their students access to mathematics as an
effective way of practicing critical thinking. All students
have the ability to enhance and expand their critical
thinking when learning mathematics. Students can develop
this ability when confronting mathematical problems,
identifying possible solutions and evaluating and justifying
their reasons for the results, thereby allowing students to
become confident critical thinkers. Critical thinking and
reasoning allows students to think about how they utilize
their discipline of mathematical skills (i.e., they think about
their method of thinking). Metacognition helps students to
recognize that math is logical reasoning on solutions to problems. Students are taught
how to: identify scenarios; evaluate; select problem-solving strategies; identify possible
conclusions; select logical conclusions; describe how a solution was summarized; and
indicate how those solutions can be applied to more advanced math problems. This
paper indicates the necessity of applying critical thinking and provides an example of
how critical thinking; creativity and flexibility in finding such ways help students to better
understand the concepts of number sense. This discipline of reasoning results with
students who develop the ability with focused thinking, planning and strategizing, which
have been identified as key aspects of organizational success, decision making, and life
choices.

 There are two common strategies in teaching Mathematics:

1. Problem Solving Strategy
2. Problem-based Strategy

1. WHAT IS PROBLEM SOLVING?

 Problem solving is the act of defining a problem; determining the cause of the
problem; identifying, prioritizing, and selecting alternatives for a solution; and
implementing a solution.
 Problem Solving is a mathematical process. As such it is to be found in the
Strand of Mathematical Processes along with Logic and Reasoning, and
Communication. This is the side of mathematics that enables us to use the skills
in a wide variety of situations.
 Before we get too far into the discussion of Problem Solving, it is worth pointing
out that we find it useful to distinguish between the three words "method",
"answer" and "solution". By "method" we mean the means used to get an
answer. This will generally involve one or more Problem Solving Strategies. On
the other hand, we use "answer" to mean a number, quantity or some other
entity that the problem is asking for. Finally, a "solution" is the whole process of
solving a problem, including the method of obtaining an answer and the answer
itself.
 method + answer = solution
 But how do we do Problem Solving? There appear to be four basic steps. Pólya
enunciated these in 1945 but all of them were known and used well before
then. And we mean well before then. The Ancient Greek mathematicians like
Euclid and Pythagoras certainly knew how it was done.
 The four stages of problem solving are listed below.
Four Stages of Problem Solving

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1. Understand and explore the problem;

2. Find a strategy;
3. Use the strategy to solve the problem;
4. Look back and reflect on the solution.
 Although we have listed the Four Stages of Problem Solving in order, for difficult
problems it may not be possible to simply move through them consecutively to
produce an answer. It is frequently the case that children move backwards and
forwards between and across the steps. In fact the diagram below is much more
like what happens in practice

2. Problem Based Learning

What is it?
Problem based learning (PBL) is a teaching strategy during which students are
trying solve a problem or a set problems unfamiliar to them. PBL is underpinned by a
constructivist approach, as such it promotes active learning. Activities are carried out
with groups of students, typically in a tutorial or seminar setting. PBL fosters self-
directed learning, effective problem solving, communication and collaboration skills.
Students tend to work in groups to problem solve with the lecturer or tutor taking a
backstage role during the
activity, their involvement is
usually limited to
guiding and monitoring the
process.

 Critical Thinking Skills in Math

Critical thinking is a key factor in separating those students who can 'do' math from
those who truly understand what they're doing. When students do math, they can
perform computations and explain concepts because they've learned formulas and
definitions through practice and rote memorization. They don't necessarily know why the
formula works, but they can use it. Likewise, they may not know how some ancient
mathematician defined the concept, but they know the definition.

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1. ARGUMENTATION-Argumentation is the thought process used to develop

and present arguments. It is closely related to critical thinking and
reasoning.
2. CONFLICT RESOLUTION- Conflict, arguments, and change are natural parts of our
lives, as well as the lives of every agency, organization, and nation. Conflict
resolution is a way for two or more parties to find a peaceful solution to a
disagreement among them. The disagreement may be personal, financial, political,
or emotional. When a dispute arises, often the best course of action is negotiation
to resolve the disagreement.
3. CONJECTURE REASONS-A conjecture is a mathematical statement that has not
yet been rigorously proved. Conjectures arise when one notices a pattern that
holds true for many cases. However, just because a pattern holds true for many
cases does not mean that the pattern will hold true for all cases. Conjectures must
be proved for the mathematical observation to be fully accepted. When a
conjecture is rigorously proved, it becomes a theorem.A conjecture is an important
step in problem solving; it is not just a tool for professional mathematicians. In
everyday problem solving, it is very rare that a problem's solution is immediately
apparent. Instead, the problem solving process involves analyzing the problem
structure, examining cases, developing a conjecture about the solution, and then
confirming that conjecture through proof.
4. PATTERNING- A pattern is a series or sequence that repeats. The itsy-bitsy spider
climbed the water spout, and then did the same thing again after the weather
cleared up.You can observe patterns - things like colors, shapes, actions, or other
sequences that repeat - everywhere. Think about words or melodies in songs, lines
and curves on buildings, or even in the grocery store where boxes and jars of
various items are lined up.But, one of the most common places to find patterns is
in math. Math patterns are sequences that repeat according to a rule or rules. In
math, a rule is a set way to calculate or solve a problem.

 Practice/Exercises
INSTRUCTION: Answer the following questions. Explain and write your answers in
the answer sheet/long bond paper. Submit it via google classroom.
1. Is Mathematics Education important in the Philippines? Why?
Answer:_______________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_____________________________________________________
2. Choose atleast three methods of teaching Mathematics and explain each briefly.
Answer:_______________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_____________________________________________________
3. What are the two common strategies in teaching Mathematics and how would you
apply these on your time as a teacher?
Answer:___________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_______________________________________

4. How would you develop the critical thinking skills of the students? What method of
teaching in MATH will be useful in developing the critical thinking skills of the
learners?

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Answer:___________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_______________________________________

 Assessment
INSTRUCTION: ANSWER THE FOLLOWING QUESTIONS
1. In what way Critical Thinking Skills developed in Mathematics
Teaching?
2. How Problem-Based Strategy enhances learning Mathematics?
3. Using the Venn Diagram differentiate the Problem Solving and Problem
Based Strategy?
4. Give atleast one example of the following:
*Argumentation Method
*Conflict Resolution
*Conjecture Reasons
*Patterning
5. As a future educator what are your goals for your students/goals for
Mathematics Education?

References:
https://timssandpirls.bc.edu/timss2019/encyclopedia/pdf/Philippines.pdf

https://en.wikipedia.org/wiki/Mathematics_education#:~:text=In%20contemporary%20education%2C%20mathematics
%20education,with%20the%20associated%20scholarly%20research.

https://www.ijres.net/index.php/ijres/article/view/100#:~:text=Students%20can%20develop%20this%20ability,to
%20become%20confident%20critical%20thinkers.

https://brilliant.org/wiki/conjectures/#:~:text=Conjectures%20arise%20when%20one%20notices,observation%20to
%20be%20fully%20accepted.

Books
Root Cause Analysis: The Core of Problem Solving and Corrective Action

The Quality Toolbox

Introduction To 8D Problem Solving: Including Practical Applications and Examples

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