Teaching Mathematics: Inquiry-Based Learning & Brainstorming, Summaries of Mathematics

Download Teaching Mathematics: Inquiry-Based Learning & Brainstorming and more Summaries Mathematics in PDF only on Docsity! APPROACHES, METHOD'S AND STRATEGIES IN TEACHING MATHEMATICS I yy ef < | a Objectives :  This topic aims to provide the learners to understand the approaches in teaching mathematics. By the end of this topic, learners will be able to:  know the based-approach learning  To understand the inquiry teaching  And; applying the steps of inquiry in teaching math, in the primary level. Inquiry –Based approach in teaching mathematics  In inquiry-based learning, teachers use questions, problems and scenarios to help students learn through individual thought and investigation. Instead of simply presenting facts, the teacher encourages students to talk about a problem and draw on their intuition to understand it. INQUIRY TEACHING  Involves providing learners with content-related problems that serve as the foci for class research activities.  The teacher provides/presents a problem then the learners identify the problem.  Such problems provides the focus which lead to the formulation of the hypothesis by the learners.  Once the hypotheses have been formulated, the learner’s task is to gather data to test hypotheses.  The gathered data are being organized then data analysis follow to arrive to conclusion/generalization. THE STEPS IN THE PROCESS OF INQUIRY  Present discrepant event or specific problematic situation.  Encourage observation for developing a statement or research objectives  Ask students for observation and explanation  Encourage the testing of the hypothesis  Develop tentative conclusion and generalization  Debrief the process Essential ingrediens in inquiry based education Teacher guidance e Values and builds upon students’ Valued outcomes reasoning/scaffolding ¢ Inquiring minds ¢ Connects to students’ experience ¢ Prepared for uncertain future and life long learning ¢ Understanding of nature of science & math Classroom culture e Shared sense of purpose / justification «Value mistakes, contributions (OQpen-minded) ¢ Dialogic « Shared ownership Type of questions ¢ Open, multiple solution strategies What students do ¢ Experienced as real and/or ¢ Pose questions scientifically relevant ¢ Inquire / 5 e’s engage, explore, explain, extend, evaluate ¢ Collaborate  BRAINSTORMING PRESENTED BY : DOMALAON, AIRA KRIZEL BRAINSTORMING USUALLY OCCURS IN 4 PHASES  Problem identification  2idea generation  idea evaluation, and  solution implementation and evaluation BRAINSTORMING AS A STRATEGY IN TEACHING MATHEMATICS For example : a teacher might conclude a lesson in multiplication by asking students to brainstorm real-life situations in which using multiplication would be helpful Encourage your students to speak out Showy ou what your students already know Encourage you students to share ideas Give you Brainstorming mer ” care Help your misconceptions students" our students groupwork Skills have | ove your ne ourage you "aude ns students to confidence learn from each other