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 Teaching in the 21st Century

 Virtually limitless information


 anything, anywhere, anytime
 Teachers are no longer the main source of
information
 If teachers will only provide information to the
students then…
 Is the role of the teacher OBSOLETE?
 With all of this information available, should our
curriculum be focused on facts and contents or
skills?
What do you think
are the important
skills that students
of the 21st century
need to learn in
mathematics?
CRITICAL THINKING
and
PROBLEM SOLVING
CONTENTS

SKILLS &
CONTEXTS
PROCESSES

MATHEMATICAL VALUES &


TOOLS ATTITUDES
Number and Number Sense Measurement Geometry

CONTENTS

Patterns and Algebra Probability and Statistics


Knowing and Understanding Estimating, Computing & Solving Visualizing & Modelling

SKILLS & PROCESSES

Representing & Communicating Applying & Connecting


Reasoning
Accuracy Creativity Objectivity

VALUES & ATTITUDES

Perseverance Productivity
Manipulative Objects Measuring Devices Calculators & Computers

MATH’L TOOLS

Smart Phones & Tablets Internet


Beliefs Environment Language

CONTEXTS

Culture Learners prior knowledge


and Experiences
DISCOVERY AND INQUIRY- BASED
LEARNING
Students learn when they make use
of personal experiences to discover.
EXPERIENTIAL AND SITUATED
LEARNING
Learning is created through
transformation of experience.
COOPERATIVE LEARNING
Active learning is achieved by working
with others in a shared task.
REFLECTIVE LEARNING
Learning is facilitated by reflective
thinking.
CONSTRUCTIVISM
Learners are active constructors of
knowledge. It promotes the
constructivist philosophy of education
using (4) as strategies.
Constructivist View of Knowledge
 Knowledge is in the person. (Voon, 2012)
 Knowledge is not transferred but generated.
(DLSU Primer, 2012, p.21)
 All knowledge is constructed. (Glasersfeld, 1987,
as cited by Noddings, 1988, p.11)
 The learner interpret knowledge according to prior
experience and mental capacity to assimilate and
accommodate concepts. (Limjap, 1999, p.8)
PROBLEM
SOLVING SKILL
Among many mathematics
educators there is a growing recognition
of the need in school to increase the
emphasis on process objectives. These
have tended to be neglected in favour of
content objectives.
 Process objectives encourage
remembering, understanding, applying,
analysing, evaluating and creating.

 Content objectives put emphasis on


drill, practice, exercise, recitation and
written tests.
Thus, to put emphasis on process
objectives in the teaching of mathematics,
the inclusion of process-oriented
mathematical tasks is needed.
Mathematical Tasks

Figure 1 Figure 2 Figure 3

Given these figures, try to differentiate the following tasks:


1. If the pattern continues, how many squares are in Figure 4?
2. If the pattern continues, how many squares are in Figure 100?
3. If the pattern continues, study.
Task 1
If the pattern continues, how many squares
are in Figure 4?

Math exercise is a task where the students


know what is asked and know the direct way
of doing it?
Task 2
If the pattern continues, how many squares
are in Figure 100?

Math problem is a task where the students


know what is asked but do not know the
direct way of doing it?
Task 3
If the pattern continues, study.

Math investigation is a task where the


students do not know what is asked and do
not know the direct way of doing it?
Activity 1
Classify the following mathematical tasks.
1. Compute 210 without using calculator.
2. Perform the indicated operations and
simplify.
1 1 1 1 1
    ... 
1• 2 2 • 3 3 • 4 4 • 5 99 • 100
3. Some natural numbers can be expressed as sum
of consecutive positive integers: 9 = 2 + 3 + 4;
11 = 5 + 6; 18 = 3 + 4 + 5 + 6; and so on. Study.
4. A census-taker knocks on a door, and asks the woman inside how
many children she has and how old they are. She answered

“I have three daughters, their ages are


whole numbers, and the product of the
ages is 36,” says the mother.
“That’s not enough information.”
responds the census-taker.
“I’d tell you the sum of their ages, but
you’d still be stumped.”
“I wish you’d tell me something
more.”
“OK, my oldest daughter Annie likes
dogs.”
What are the ages of the three daughters?
Therefore, as teachers of mathematics,
it is important that we need to become
familiar with these process oriented
mathematical tasks – for variation
purposes. The learning that takes place in
the classroom is, in one way or another,
affected by the kind of tasks that we give
to our students.
• Problem is a mathematical task where
students know what is ask but do not know
the direct way of doing it.
• Problem solving is a process of solving
problem and should be the central focus of
mathematics curriculum. As such, it is a
primary goal of all mathematics instruction
and an integral part of all mathematical
activities. Problem solving is not a distinct
topic but a process that should permeate and
provide the context in which concepts and
skills can be learned (Martin, D.C, 2013)
Model Describing Students’ Problem
Solving Abilities

GOAL PROCESS
PROBLEM
SOLVING
ABILITIES

SKILL
The GOAL of problem solving is
identifying and attaining the desired end, or
what the problem asks for.
Problem solving as a PROCESS is a
planned strategy to attain the goal of the
problem.
Students develop the SKILL in problem
solving when they are able to solve different
types of problems and apply different
strategies to obtain the answer.
REMEMBER THIS…

Problem solving seen within the context of


GOAL, PROCESS and SKILL can be
rolled into one. That is, the goal sets the
process to be pursued. When the process is
done repeatedly and correctly in different
ways using different strategies, it becomes
a skill.
Problem Solving Strategies
1. Make a Table
2. Guess and Check
3. Eliminating Possibilities
4. Using Formulas
5. Searching for Patterns
6. Using Real Object
7. Drawing Diagrams/Pictures
8. Make an Orderly List
9. Simplifying Problem
10. Working Backwards
Approaches to Problem Solving
Teaching FOR Problem Solving
Give emphasis on the teaching of mathematical concepts
and skills needed to solve word problems.

Math’l concepts include: Math’l skills include:


Numerical Remembering
Algebraic Understanding
Geometrical Application
Statistical Analysis
Probabilistic Evaluation
Analytical Creating
Teaching ABOUT Problem Solving
Gives emphasis on the general methods of
analyzing and solving problems.

This refers to learning the heuristics,


methodologies, strategies, and techniques of
problem solving.
Teaching THROUGH Problem Solving
Gives emphasis to the teaching of new concepts
in the context of solving problems. Problem
solving is used to introduce/learn new concept,
aiming for skills development in the end.
Problem 1
Mr. Castro is scheduling a basketball tournament
in his barangay. There are 5 teams that register.
Each team will play once with each of the other
teams. How many games should he schedule?
Activity No. 2
For a given number of points on the circle, what is
the maximum number of chords joining them?
Always remember this…
The key to an effective teaching lies in the
capacity of the teacher to transform the
content knowledge he or she possesses into
forms that are pedagogically powerful and
yet adaptive to the varied abilities and
background of the students. (Shulman, 1987)
In mathematics, we spend lots of time learning
about calculations, calculations, calculations…
Please… let’s not forget about application,
including perhaps the most important application of
all,

learning how to think.


THE END

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