Prepared by:

Amy Rose M. Baybay

 Algebra moves students beyond an emphasis on
arithmetic operations to focus on the use of symbols
to represent numbers and express mathematical
relationships. Understanding algebra is key to success
in future math courses, making it critical to identify
strategies that improve algebra knowledge.
 Use solved problems to engage students in
analyzing algebraic reasoning and strategies.
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How to carry out the recommendation

1. Have students discuss solved problem structures

and solutions to make connections among
strategies and reasoning.
 2. Select solved problems that reflect the lesson’s
instructional aim, including problems that illustrate
common errors.

 3. Use whole-class discussions, small-group work, and

independent practice activities to introduce, elaborate
on, and practice working with solved problems.
 Teach students to utilize the structure of algebraic
representations.

How to carry out the recommendation

1. Promote the use of language that reflects
mathematical structure.
2. Encourage students to use reflective questioning to
notice structure as they solve problems.
3. Teach students that different algebraic
representations can convey different information
about an algebra problem.
 Teach students to intentionally choose from
alternative algebraic strategies when solving
problems.

How to carry out the recommendation

1. Teach students to recognize and generate strategies
for solving problems.
2. Encourage students to articulate the reasoning behind
their choice of strategy and the mathematical validity of
their strategy when solving problems.
3. Have students evaluate and compare different
strategies for solving problems.
 As for the beginning, the best way to accomplish clear
meaning of trigonometric is to ask students make
careful measurements of the angle and sides of the
right angle triangle. In the process of learning
trigonometry students are eager to know the meaning
of the terms. The early introduction and simple
treatment of these aspects of trigonometry maybe
expected to have considerable influence in removing
the reluctance of students to undertake later the
systematic of the subject.
 Trigonometry is an important part of mathematics at
high school, college and university. Trigonometry is a
subject that many university students find it difficult
because it is not offered in depth in the high school to
the extent that algebra and geometry were taught. The
teaching professionals often said that the tertiary
students’ knowledge about trigonometry was quite
poor based on the assessments given to them. It has
been observed that some of the elementary concepts
of trigonometry are more easily comprehended than
much of the usual work in algebra.
 Teachers must understand about this method: as the
teacher, we must connect new information to prior
learning for every lesson. Research shows that this will
help our students retain the new knowledge that they
are learning.
  Mastery Learning
 The whole curriculum content is broken
down into small units so that they can be
easily mastered.
 Teacher should be clear with the expected
learning outcome of each unit and have an
assessment at the end of each unit to
determine whether the learning outcome is
achieved.
Cooperative learning
 Cooperative learning is helpful in
eliminating competition among
learners. It encourages them to work
together towards common goals.It
fosters positive intergroup attitudes in
the classroom.
 A group of pupils carrying out
activities under the supervision and
guidance of a teacher.
 Pupils exchange ideas through
discussion with the aim to solve a
problem or to carry out a project
together.
  Demonstration Approach
 It is a teaching strategy in which
the teacher engages “in a learning
task other than just talking about
it”.
 Research in statistics and probability education has
produced a variety of results that would be useful f
or both secondary and high-school
mathematics teachers and the educators of these
teachers. Although there are many good textbooks in
different countries that describe statistical ideas with a
formalisation level adequate for students, usually these
textbooks are written in a sequential way so that
the different concepts and procedures are introduced
in turn, with insufficient connections between them
and limited attention to students’ underlying intuitions.
 Teaching statistics and probability at high--
school level is often embedded within
mathematics. However, due to its peculiarities,
statistics and probability
require special attention on the part of teachers
and curriculum designers in relation to
the selection of content and the best way to
make the statistical ideas accessible to the
students.
 Geometry is a branch of science which helps an
individual gain vision, ease thinking and reach a
solution by realizing the shapes before the eyes
(Hızarcı, 2004). Geometry, whose content area is
shapes and objects, has an essential place in human
life. In science, art, architecture, engineering, in short
in every element that humans created geometry makes
itself evident and nested with the daily life (Van De
Walle, 2001). Geometry gives students opportunity to
stimulate their minds, make mind exercises and
problem solving, comparing, generalizing and
summarizing skills’ development.
  Discovery Approach
 Discovery Learning is “International
Learning” . Both the teacher and the learner
play active roles in discovery learning
depending upon on the role that the teacher
plays, this can range from guided discovery
(needs strict supervision) to free or pure
discovery (very little supervision needed)
  Problem Solving
 Problem-solving can best be defined as a
learner-directed strategy in which learners
“think patiently and analytically about
complex situations in order to find answers
to questions”. A problem is defined as a
“situation in which you are trying to reach
some goal, and must find means for getting
there”.
 Axiomatic Development. Present geometry through
an axiomatic development that begins with a small set
of intuitive axioms from which the entire subject is
derived.

 Guided Inquiry. Provide a presentation with minimal

explanations and proofs that leads students to solve
problems and prove theorems on their own while the
instructor serves as a mentor and a guide.
 Research has indicated that the teaching and learning of
calculus can be challenging as it involves abstract and
complex ideas (Gordon, 2004; Zachariades,
Pamfilos, Christou, Maleev, & Jones, 2007). This means
that students face difficulties in learning the key concepts
of calculus (Artigue, Batanero, & Kent, 2007). It does not
help that in traditional calculus classes the emphasis is on
computational procedures without understanding the
concepts (Gordon, 2004). Many studies have
demonstrated that students’ difficulty in understanding
calculus are caused by their weak understanding of
functions (Dubinsky et al., 1992; Tall & Vinner, 1981;
Williams, 1991) and the inability to use functions to reason
and represent relationships (Carlson et al., 2002; Monk &
Nemirovksy, 1994; Thompson, 1994).
 The teaching strategies in calculus have become
merely list of procedures to follow and results only in
practicing usual routine in algebraic manipulations.
Weaker students get frustrated easily over the
manipulations required in calculus (Tucker & Leitzel
1995). Students expect a lengthy algebraic solution for
problems which is common in calculus (Gordon,
2004). In teaching calculus, teachers focus more on
the procedures rather than understanding of the
underlying concepts (Zachariades et al., 2007).
According to Axtell (2006), teaching calculus using the
traditional approach fails to help students understand
the basic concepts of calculus.
 Gordon (2004) and Axtell (2006) concluded that the
calculus curriculum should be improved by focusing
on the conceptual understanding of calculus in
particular, balanced with the use of graphical,
numerical, algebraic and verbal representation in the
teaching and learning of calculus. Visualization and
visual thinking is pertinent in improving the
approaches in teaching calculus. Hughes‐Hallett (1991)
stated that the equilibrium of the graphical, numerical
and analytical method is necessary because it
enhances understanding of calculus concepts. Gordon
(2004) suggested that students choose the right tools
such as the graphing calculators to assist in learning
calculus and apply the balanced approach in solving
problems.
 Business mathematics is mathematics used
by commercial enterprises to record and
manage business operations. Commercial
organizations use mathematics
in accounting, inventory management, marketing,
sales forecasting, and financial analysis.
 Mathematics typically used in comerce
includes elementary arithmetic, elementary
algebra, statistics and probability. Business
management can be done more effectively in some
cases by use of more advanced mathematics such
as calculus, matrix algebra and linear programming.
  Cooperative and Collaborative
Learning
 Collaborative learning - is a method of teaching
and learning in which students team together
to explore a significant question or create a
meaningful Knowledge.
 Cooperative learning - is a specific kind of
collaborative learning where students work
together in small groups on a structured
activity.
 They are individually accountable for their
work, and the work of the group as a whole is
also assessed. Cooperative groups work face-
to-face and learn to work as a team.
  Think-Pair-Share
 It is a cooperative discussion strategy
developed by Frank Lyman and his
colleagues in Maryland.
 It gets its name from the three stages of
student action, with emphasis on what
students are to be DOING at each of those
stage.
 1) Think.
 The teacher provokes students' thinking with a
question or prompt or observation. The students
should take a few moments (probably not minutes)
just to THINK about the question.
 2) Pair.
 Using designated partners, nearby neighbors, or a
desk mate, students PAIR up to talk about the
answer each came up with. They compare their
mental or written notes and identify the answers
they think are best, most convincing, or most unique.
 3) Share.
 After students talk in pairs for a few moments, the
teacher calls for pairs to SHARE their thinking with
the rest of the class.
 Thank you
very much
for listening!