Lesson 3 in PSL 2

1. STRATEGIES
IN
TEACHING
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2. Three objectives or goals of the
learning process
1. Knowledge and skill
goals
2. Understanding goals
3. Problem solving goals.
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3. Knowledge and skill goals
 require automatic
responses which could
be achieved through
repetition or practice.
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4. Understanding goals
understanding must
be applied, derived
or used to deduce a
consequence.
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5. Strategies used in
understandinga. Authority teaching
b. Interaction and discussion
c. Discovery
d. Laboratory
e. Teacher-controlled presentations
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6. Techniques used in Authority
teaching
Telling which is defined
stating an understanding
without justification
by analogy
by demonstration
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7. Interaction and discussions
Interaction is created by
asking questions in order to
provide means for active
instead of passive
participation.
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8. Discovery
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techniques where learners
are not given everything by
the teacher but they have
to work out the rule and
meaning by themselves.
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9. Elementsof a discovery experience
Motivation
primitive process
an environment for discovery
opportunity to make conjectures
a provision for applying the
generalization.
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10. Laboratory
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done through experimental
activities dealing with concrete
situations such as drawing,
weighing, averaging and
estimating
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11. Advantages
a. maximizes student participation
b. provides appropriate level of
difficulty,
c. offers novel approaches
d. improves attitudes towards
mathematics
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12. Teacher-controlled presentation
 The teacher uses educational technology
such as films and filmstrips, programmed
materials, and audio materials.
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13. Problemsolving goals
. Problem solving is
regarded by mathematics
educators and specialist as
the basic mathematical
activity
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14. Mathematical activitiesbased onproblem
solving
Generalization
Abstraction
concept building
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15. STRATEGIESIN TEACHINGMATHEMATICS
1. Problem solving
2. Concept attainment
strategy
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16. Problem solving
Teacher’s task:
a. Make sure students understand the problem. The
students will lose interest in a subject they do not
understand. The question presented may not even
present a problem.
b. Ask the following questions:
1. 1 Do the students understand the meaning of the
terms in the problem?
2. 2 Do they take into consideration all the relevant
information?
3. 3 Can they indicate what the problem is asking for?
4. 4 Can they state the problem in their own words?
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17. c. Help the students gather relevant thought
materials to assist in creating a plan. Assist
the students in gathering information by
helping them analyze the given conditions.
d. Provide students with an atmosphere
conducive to solving problems.
e. Once the students have obtain the
solution, encourage them to reflect on the
problem and how they arrived at the
solution.
f. Encourage them to present alternate ways
of solving the problem.
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18. Theoreticalbasisof problem solvingstrategies
a. Constructivism
b. Cognitive theory
c. Guided discovery learning
d. Metacognition theory
e. Cooperative learning
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19. Constructivism
this is based on Bruner’s theoretical
framework that learning is an active
process in which learners construct
new ideas or concepts based upon
their current/past knowledge.

20. Cognitivetheory
the cognitive theory
encourages students’ creativity
with the implementation of
technology such as computers
which are used to create
practice situations.
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21. Guideddiscovery learning
tools engages students in a
series of higher order
thinking skills to solve
problems.

22. Metacognition theory
the field of metacognition process
holds that students should develop
and explore the problem, extend
solutions, process and develop self-
reflection. Problem solving must
challenge the students to think.

23. Cooperative learning
the purpose of cooperative learning
groups is to take each member a
stronger individual in his/her own right.

24. Cooperative skills
a. forming groups
b. working as a group
c. problem solving as a group
d. managing differences

25. STEPSOF THE PROBLEMSSOLVING STRATEGY
a. Restate the problems
b. Select appropriate notation. It can help
them recognize a solution.
c. Prepare a drawing, figure or graph. These
can help understand and visualized the
problem.
d. Identify the wanted, given and needed
information.

26. e. Determine the operations to be used.
f. Estimate the answer.
g. Solve the problems.
h. Check the solution. Find a way to
verify the solutions in order to
experience the process of actually
solving problems.

27. OTHERTECHNIQUES IN PROBLEM SOLVING
1. Obtain the answer by trial and error.
2. Use an aid, model or sketch.
3. Search for a pattern
Example: find the 10th term in a sequence that
begins, 1,2,3,5,8,13…. this approach is an
aspect of inductive thinking-figuring a rule from
examples.
4. Elimination strategy

28. Concept Attainment Strategy
Allows the students to discover
the essential attributes of a
concept.

29. Enhance students skills in:
a. Separating important from
unimportant information.
b. Searching for patterns and making
generalization.
c. Defining and explaining concepts.
ConceptAttainment Strategy

30. Steps
a. select a concept and identify is
essential attributes.
b. present example and non-examples
of the concepts.
c. let students identify or define the
concept based on its essential
attributes.
d. ask the students to generate
additional examples.

31. SAMPLE ACTIVITY:Definingproperfraction
The following are proper fractions;
1/5,2/5,3/5,4/5,1/8,2/8,3/8,4/8,5/8,6/8,2/3,2/4,2/10,12/15
,3/7,25/43,78/79
The following are not proper fractions:
5/5,6/5,7/5,8/8,9/8,9/9,10/9,11/9,14/16,15/16,16/16,17/1
6,20/21,22/21,34/35,35/35,36/35
(expected answers:
4/6,5/6,7/9,8/9,14/16,15/16,20/21,34/35)
A proper fraction is ____________.
(expected answer: a proper fraction is a fraction whose
numerator is less than the denominator)
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32. Effective use of the conceptattainment strategy:
successful when:
a. Students are able to identify the essential
attributes of the concepts.
b. Students are able to generate their own
examples.
c. Students are able to describe the process they
used to find the essential attributes of the
concept.

33. CONCEPTS FORMATION STRATEGY
This strategy is used when you want
the students to make connections
between and among essential
elements of the concept.

34. Steps
a. Present a particular question or problems.
b. Ask students to generate data relevant to the
questions or problem.
c. Allow the students group data with similar
attributes.
d. Ask students to label each group of data with
similar attributes.
e. Have students explore the relationships
between and among the groups. They may
group the data in various ways and some
groups may be subsumed in other groups
based on their attributes.