APPROACHES, METHODS AND TECHNIQUES

IN
TEACHING MATHEMATICS

Region’s Premier University of Choice

 APPROACHES, METHODS AND TECHNIQUES
IN
TEACHING MATHEMATICS
1. Discovery Approach 6. Problem Solving Techniques
2. Inquiry Approach 7. The 5 E-Learning Cycle
3. Process Approach 8. Activity Approach
4. Cooperative Learning 9. Using Patterns
5. Project-based Learning 10. The Investigative
Approach

Region’s Premier University of Choice

The PROCESS APPROACH

Process approach to learning and teaching mathematics is

characterized by experiential learning, discovering and
exploring mathematics through mathematical and life
challenges, and by developing reading learning strategies as
the integrating activity of learning and teaching.

Region’s Premier University of Choice

 The main idea of process approach is a concept of process. There
are different definitions of process, but it is usually used the
definition from ISO 9001 standard. “A process – set of
interrelated or interacting activities that use inputs to deliver an
intended result.” An important part of the process is systematic
steps. Steps of the process should be repeatable. If steps are
random – it is not a process.

Region’s Premier University of Choice

The Purpose of Teaching Mathematics:

The basic purpose is to make students discover

mathematics, think, and build it.

To learn mathematics means doing mathematics by

solving and exploring it

Region’s Premier University of Choice

EMPHASIS

Teaching of mathematics should include solving

problems and point to the use of mathematics in
everyday life

Region’s Premier University of Choice

Basic mathematics education is still too often boring
because:

• it is designed as formal teaching, centered on learning

techniques and memorizing rules, whose rationale is not
evident to pupils;

• pupils do not know which needs are met in the

mathematics topics introduced or how they are
linked to the concepts familiar to them;
Region’s Premier University of Choice
• links to the real world are weak, generally too artificial
to be convincing and applications are stereotypical;

• there are few experimental and modelling activities;

• technology is quite rarely used in a relevant manner;

pupils have little autonomy in their mathematical work
and often merely reproduce activities.
Region’s Premier University of Choice
 To overcome the above-mentioned challenges, changes in teaching
practices must be made consistently with the stated goals.

As early as 1987, Shulman (1987) found that the teacher needs

not only a good methodological and substantive knowledge of the
topics he teaches, but also a substantive pedagogical knowledge,
i.e., awareness of how students construct knowledge of individual
contents.

Region’s Premier University of Choice

 The teacher who knows how the student constructs
knowledge, the teacher who possesses substantive
pedagogical knowledge prepares activities that build on
students’ pre-knowledge, on linking knowledge, he
introduces concepts and content gradually.

Region’s Premier University of Choice

 The notions of both learning and teaching, in turn,
significantly influence the individual’s understanding,
perspective or interpretation of the context of learning or
teaching.
The basic assumption of the teacher’s operation is
promoting the quality of learning, which leads to students’
quality knowledge.

Region’s Premier University of Choice

The COOPERATIVE LEARNING

Cooperative learning is an educational format that is useful in

many strategies in teaching mathematics. In this format,
students work together in small mixed ability groups to achieve a
particular goal or to complete an academic task.

Region’s Premier University of Choice

It fosters social skills, positive peer relationships and
a high level of self-esteem, thus reducing
competition and increasing cooperation among
students. Cooperative learning is an educational
format that is useful in many strategies in teaching
mathematics.

Region’s Premier University of Choice

The core element of cooperative learning is to showcase
the positive effects of interdependence while underlining
the importance of personal responsibility.

Region’s Premier University of Choice

This strategy serves the following purposes:

1.to increase achievement through group collaboration

that enables students to learn from each other;

2. to provide an alternative to the competitive

structure of most classrooms today that discourages
poorer students; and,

Region’s Premier University of Choice

3. to improve human relations in the classroom by
promoting interdependent activities that teach
collaborative skills (Wilen, et al , 2000)

Region’s Premier University of Choice

Cooperative Learning is appropriate to use when:

1.the task demands collaborative effort;

2.the open-ended problem-solving activity calls for
clarification and a range of strategies for the solution;
and,
3.the resources/sources are limited.

Region’s Premier University of Choice

Region’s Premier University of Choice
Region’s Premier University of Choice
1. Why is it good for students to work cooperatively?

2. Do you think cooperative learning will work with

your students? Why or why not?

Region’s Premier University of Choice

Five common formats used for cooperative learning are
the following (Wilen, et al, 2000):

1.Student Teams-Achievement Division (STAD) –

Teacher presents content or skill. Students complete
common tasks in groups and then are tested
individually. Individual student’s improvements in
performance are calculated to get team score.
Region’s Premier University of Choice
2. Think-Pair-Share – Students first try to work-out
the task by themselves. Then they form pairs and
interacts and discuss their thoughts with each other.
Finally they share their understandings with the class.

Region’s Premier University of Choice

3. Jigsaw – Students are assigned to teams. The academic
material is divided into several sections. The members of
different teams who have studied the same sections meet
in “expert groups” to discuss their sections. Then the
students return to their teams and take turns teaching
their teammates about their section.

Region’s Premier University of Choice

4. Team Assisted Instruction – Students are assigned
materials at their own achievement level and are
assisted by their group members in learning the
material. Group points are obtained through
improvement on individual tests.

Region’s Premier University of Choice

5. Group Investigation – Students take responsibility
for their own learning as each group decides what to
investigate, what contribution each will make and how
each will communicate what they have learned (Lewis
and Doorlag, 1991).

Region’s Premier University of Choice

Structure
The following are the steps in implementing cooperative
learning (Johnson, Johnson and Smith, 1991, in Wilen,
et al 2000):
1.Planning
2.Preparing Students
3.Monitoring and Intervening
4.Evaluating and Processing
Region’s Premier University of Choice
 The PROJECT-BASED
LEARNING
Project-based learning (PBL) is a great way to help
students deepen their conceptual knowledge of key
academic concepts. The PBL process combines the
application of mathematics content with 21 st century
skills such as problem-solving, communication,
collaboration, and critical thinking.

Region’s Premier University of Choice

So where can you find good project-based learning math
lessons? (sites)

1. Buck Institute for Education which offers free PBL

resources where you can search by math standard, topic
or keyword. 

Region’s Premier University of Choice

2. You can also find some good projects for higher level
math at PBL Pathways.

3. Defined STEM is also a great resource for math

performance tasks at all levels and mini-lesson videos that
reinforce core academic content.

Region’s Premier University of Choice

How do you know which project-based lesson to
choose?  Look for these project elements:

Career-based
Projects based on authentic scenarios in math careers
help students understand that yes, people in the real
world use these math concepts that we are teaching
them.

Region’s Premier University of Choice

 Offers more than one product to complete

If students are creating a rooftop garden they may

need to build the garden boxes with materials and fill
them with soil (surface area and volume) as well as
determine where to put the sprinklers so everything
gets adequate water (equations of circles and
semicircles).

Region’s Premier University of Choice

 Require the application of several different math
standards.
For example, in a problem of creating a design of an
aquarium, students will be using measurements and
volume for the design, expressions, and equations for
the cost, and inequalities for the range of temperature
and pH level of the water.

Region’s Premier University of Choice

 Problems are open-ended.
There is not one right way to complete the problem,
nor is there one right answer.

Region’s Premier University of Choice

 Based on real-world scenarios that are relevant to the
students.

They will not be going to the local store to buy 40

watermelons – but they might be ordering them to be
delivered if they are running a restaurant or catering a
party.
Region’s Premier University of Choice
 Include reflection by the students and opportunities to
revise.
Many students ‘give up’ if they don’t get the correct
answer the first time.  It is valuable for them to learn
that career people are making a prototype first, then
analyzing and making changes and tweaks maybe 2, 3, or
more times before the product is considered finished. 

Region’s Premier University of Choice

Important elements of project-based learning:
1. Significant content
This is where you outline learning goals. Looking at
your standards and referring to them frequently is
helpful. You don’t need to stress yourself and fit every
learning standard, but enough to ensure you’re meeting
some of them. 
Region’s Premier University of Choice
2. A need to know
Creating a “hook” for the introduction of a project is
important to get your students interested and engaged.

Purpose: to generate the curiosity of the classroom.

(video, a guest speaker, or a lively discussion, driving
questions should be abstract enough to get your
students wanting more.

Region’s Premier University of Choice

3. Driving question

This is the question that your students will be working

towards answering with in-depth inquiry. It should have a
sense of challenge and purpose. Every activity will work
towards the answers to this question. The question
should be complex enough that it cannot be answered
with one google search.

Region’s Premier University of Choice

4. Voice and choice by students

This is the fun part of the planning for students.

Ownership comes into play in this stage of their
project based learning because they get to set their
own learning paths. 

Region’s Premier University of Choice

To spark your curiosity, here are some project based
learning examples your students can use to display their
learning:

Infographics Brochures Presentations Mind maps

Flyers NewslettersPosters Resumes
Reports
Region’s Premier University of Choice
5. 21st century skills
Use of technology, collaboration, creativity,
communication, and critical thinking are all 21st
century skills that authentic tasks should require. 

Region’s Premier University of Choice

6. In depth inquiry and innovation

Students will be spending the most of their time

working on this stage. This is where they will be finding
answers to the many questions that will evolve as they
conduct their research. They will be using websites, books,
articles, and videos to dive deep into the subject they’re
exploring. All this gathered information will be used to
create their product.

Region’s Premier University of Choice

7. Reflection and revision
At this stage, students will use rubrics, exemplars,
peer editing, and feedback from their teacher to create
high quality work. It’s an ongoing process that is a
great way to self reflect on the process and drives
students to continue improving. 

Region’s Premier University of Choice

8. Public presentation
Time to show off all the hard work that students
put into their projects in a public setting. It doesn’t
have to be just to classmates, it can be to larger
audiences including parents, experts, or a larger
community. Public also doesn’t have to be in front of a
live audience, it could be online as well. Students can
brainstorm what they see best fit in terms of how
they would like to present their own projects

Region’s Premier University of Choice

What are the benefits of project based learning?

1.Engagement: Students are more likely to be

engaged in their schooling when they feel autonomy
over their own learning. Project based learning
allows students to be drivers of their own
learning. 

Region’s Premier University of Choice

2. Teach and assess multiple skills: Teachers have
multiple assessment opportunities to test different
skills.

3. Differentiation: Students with various learning

styles and differences are accommodated since PBL
showcases a broad range of capabilities.

Region’s Premier University of Choice

4. Accountability: Students take greater responsibility for
their own learning. 

Region’s Premier University of Choice

The PROBLEM-BASED LEARNING OR
The PROBLEM SOLVING APPROACH
Problem-based learning is closely aligned with the inquiry and
discovery methods of teaching and performance assessment.
It is centered on posing a problem and leading students through
an investigative procedure to solve it.

Region’s Premier University of Choice

 The problem should be complex enough to encourage critical
thought and group effort. PBL provides students with the
opportunity to understand and resolve ill-structured problems
under the guidance, rather than the direction, of the teacher
(Feden & Vogel, 2003).
Through PBL, students learn content and skills in the context
of the types of problems encountered in the “real world” (O
Neil, 1992).

Region’s Premier University of Choice

Steps:
1.Present the problem statement.
Introduce an “ill-structured” problem. Students should
not have enough prior knowledge to solve the problem.

Example: You are interested in buying a new vehicle. What

should your annual salary be to afford the car that you
want?

Region’s Premier University of Choice

2. List what is known.

Students list what they know to solve the problem.

This may include data from the situation as well as information

based on prior knowledge.

Write this information under the heading “What do we know?”

Region’s Premier University of Choice

3. Develop a problem statement.

A problem statement should come from the students’ analysis

of what they know.

The problem statement will probably have to be refined as

new information is discovered and brought to bear on the
situation.

Region’s Premier University of Choice

4. List what is needed.

Students will list the information they need to fill in

missing gaps under the heading “What do we need to
know”.

These questions will guide searches that may take place

on-line, in the library, and in other out-of-class
searches.

Region’s Premier University of Choice

5. List possible actions, hypotheses, solutions and
recommendations.

Students list actions to be taken (e.g. questioning an

expert) under the heading “What should we do?”
Formulate and test tentative hypotheses.

Region’s Premier University of Choice

6. Present and support the solution.

As part of closure, teachers may require students to

communicate orally and/or in writing, their findings and
recommendations.

Region’s Premier University of Choice

The product should include:

• Problem statement
• Questions
• Data gathered
• Analysis of data
• Support for solutions or recommendations based on
analysis

Region’s Premier University of Choice

EVALUATING THE STRATEGY

The use of PBL is successful when:

1.Students are able to solve the problem on their

own.

2.Students work together and are actively engaged

in solving the problem.

Region’s Premier University of Choice

3. Students use various resources and try out different
means to solve the problem.

4. Students use mapping and other visual organizers to

organize information and visualize relationships among
variables.

Region’s Premier University of Choice