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Teaching Math in Intermediate Grades

This document provides an overview of teaching math in the intermediate grades. It discusses that intermediate grade pupils are expected to apply math concepts to solve real-life problems, explore relationships between concepts, and work systematically. Effective math instruction at this level is characterized by experimentation, problem solving, use of procedures and algorithms, and informal proofs. The document also outlines four principles of teaching math: experiential learning, reflective learning, constructivism, and cooperative learning. Finally, it emphasizes that elementary teachers must understand math concepts themselves in order to teach them correctly to pupils.

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Marie Shane
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74 views5 pages

Teaching Math in Intermediate Grades

This document provides an overview of teaching math in the intermediate grades. It discusses that intermediate grade pupils are expected to apply math concepts to solve real-life problems, explore relationships between concepts, and work systematically. Effective math instruction at this level is characterized by experimentation, problem solving, use of procedures and algorithms, and informal proofs. The document also outlines four principles of teaching math: experiential learning, reflective learning, constructivism, and cooperative learning. Finally, it emphasizes that elementary teachers must understand math concepts themselves in order to teach them correctly to pupils.

Uploaded by

Marie Shane
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

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Teaching Math in the


Intermediate Grades
Learning Module No. 01#

Learning Module on Teaching Math in the Intermediate Grades


1

Lesson 1: “Teaching and Learning Mathematics in the Intermediate Grades”


This lesson will provide you with an understanding of what pupils and teachers are
expected to do in the intermediate grades, a preview of the math content/curriculum, and
the teaching and learning principles and theories for Math instruction. This serves as an
introduction for the course.

Lesson Objectives:
At the end of the lesson, the students should be able to:
1. Recognize what is expected from both pupils and teachers in the intermediate grades
2. Describe how one should teach math in the intermediate grades in general
3. Affirm the elementary teacher’s role in teaching math in the intermediate grades

Getting Started:

“Tell me and I forget. Teach me and I remember. Involve me and I learn.”


-Benjamin Franklin

How would you relate this statement by Benjamin Franklin to the way you teach math
to elementary pupils? How does involving the pupils make them learn more?

Discussion:
Teaching math to elementary level is based on the idea of “learning by doing”.
Compared to primary grades where pupils explore concepts through manipulatives and
hands-on activities, intermediate grade pupils do not just explore, they become more adept
to manipulations and are ready for a more experimental approach to learning. Specifically,
children at this level are expected to:
* apply mathematical concepts and operations to solve a variety of real-life problems
* explore relationships between two or more mathematical concepts
* develop better understanding of figures and its properties
* make generalizations and representations, and to
* work systematically

According to the Mathematics Framework for Philippine Basic Education (2011), the
following characteristics mark the kind of mathematics learned:
* exploration and experimentation
* well-defined algorithms and procedures
* a transition from informal to formal language, and
* problem solving

Learning Module on Teaching Math in the Intermediate Grades


2

Consequently, mathematics instruction given at this level is characterized by the


following:
* Experimentation and investigation
* Focused problem solving with emphasis on multiple solutions and approaches
* Use of more efficient and practical procedures and algorithms
* Grasp of useful notations, symbols, and theories, and
* Informal proofs

What, then, are expected from elementary teachers?

Primarily, elementary teachers must ensure that the mathematics children learn at this
level is correct. It is important to make them understand math’s underlying concepts and
principles. Without a solid foundation, they would probably have a hard time learning higher
math in the years to come. It is vital then for a teacher to plan his/her delivery of instruction
very well.

At the intermediate level, teachers ought to:


✓ Consider each learner’s diverse background when choosing or designing problems
✓ Provide ample opportunity for each student to learn new concepts and build proficiency
in mathematical reasoning and computation
✓ Assess individual progress regularly and re-direct instruction accordingly
✓ Design, select, or adjust and supplement textbook materials into a coherent sequence to
address standard competencies

The mathematics curriculum is grounded on the following principles and theories:


1. Experiential Learning
Instruction is designed to engage learners in direct experiences which are tied to real
world problems and situations in which the instructor facilitates rather than directs student
progress (Kumar, 2020). You can use models, manipulatives, and give collaborative hands-
on activities that will allow them to learn things on their own.
2. Reflective Learning
Involves learners thinking about what they have read, done, or learned, relating the
lesson at hand to their own lives and making meaning out of the material (Gray, 2020). You
may want to make them keep a math journal where they put in whatever they have learned
for the day or provide them with contextualized problems.
3. Constructivism
An approach to learning that holds that people actively construct or make their own
knowledge and that reality is determined by the experiences of the learner (Elliot, et. al.

Learning Module on Teaching Math in the Intermediate Grades


3

2000). Take advantage of and assess what the pupils already know so you can come up
with a strategy to help them build upon what they have learned from the previous lessons.
4. Cooperative Learning
An instructional strategy that enables small groups of students to work together on a
common assignment (Lewis, 2019). Always make sure that the groups are heterogeneous so
both weakness and strengths of the pupils will be addressed. Doing activities by group
makes the task lighter since children have their peers to whom they can easily come to.

All these are necessary to make teaching math in the intermediate grades
meaningful. However, it is of utmost importance that you as their teacher understands the
basics of math particularly that of what is taught in the intermediate grades to build
children’s solid foundation of the subject. You play a great role in developing learners to be
good pupils in Math.

Application:
How would you apply the four principles and theories learned from this lesson in
teaching Mathematics in the intermediate grades? Provide specific scenarios.

Summary of the Lesson:


Teaching and learning math in the intermediate grades require an understanding of
the things which are expected from both pupils and teachers to do, the content to teach as
demanded by the math curriculum, and the underlying principles and theories of teaching
math. It also requires that the elementary teacher should understand the concepts
themselves to be able to teach it correctly to the pupils.

Learning Module on Teaching Math in the Intermediate Grades


4

Assessment:
Answer briefly and concisely: Although math is not your specialization, why is it
important for you to understand the math that you will be teaching?

Enrichment Activity:
Search for strategies that may seem helpful in teaching math in the intermediate
grades. List it down and describe the strategy.

References/Attributions:

K to 12 Mathematics Curriculum Guide May 2016


SEI-DOST and MATHTED (2011), Mathematics Framework for Philippine Basic Education
Madison Metropolitan School District (2007), Learning Mathematics in the Intermediate
Grades

Learning Module on Teaching Math in the Intermediate Grades

Common questions

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It is essential for elementary teachers to understand math concepts even if math is not their specialization because they play a significant role in laying the groundwork for students' future learning. Teachers need to ensure that the math instruction they provide is accurate and comprehensible, helping students build a strong foundation of mathematical principles. This understanding helps prevent learning difficulties in higher levels of math education .

Problem-solving is significant in mathematics instruction in the intermediate grades because it helps students develop critical thinking skills and apply mathematical concepts to real-life situations. Emphasizing problem-solving encourages students to explore multiple solutions and approaches, fostering a deeper understanding of algorithms and procedures. This focus enables learners to transition from informal to formal mathematical language, allowing them to tackle more complex problems and demonstrating the practical applications of the math they learn .

Involving pupils in the learning process enhances their understanding of math concepts by allowing them to engage actively with the material, as suggested by Benjamin Franklin's idea of 'learning by doing.' This approach helps them explore mathematical relationships, solve real-life problems, and develop a deeper understanding of mathematical figures and properties. Such involvement also promotes better comprehension of generalizations and representations, encouraging systematic work and improved problem-solving skills .

The principles of experiential and reflective learning play crucial roles in teaching mathematics to intermediate grade students by providing direct, real-world experiences and tasks that promote engagement and understanding. Experiential learning allows students to connect with the material through hands-on activities tied to real-world situations, while reflective learning encourages them to think critically about what they have learned, relate it to their own lives, and derive personal meaning from the lessons. These approaches together foster a deeper understanding and retention of mathematical concepts .

Teachers should integrate experiential learning activities into their mathematics curriculum by designing tasks that involve direct, hands-on experiences related to real-world problems. Using models, manipulatives, and collaborative hands-on activities creates opportunities for students to discover concepts independently and connects classroom learning with practical applications. This approach not only enhances engagement but also aids in the retention and deep understanding of mathematical concepts .

Informal proofs play a crucial role in advancing mathematical understanding by helping intermediate grade pupils develop logical reasoning and argumentation skills without the rigor of formal proofs. These proofs allow students to explore mathematical concepts and relationships in a less structured manner, enabling them to build a conceptual framework that supports further exploration and learning. Informal proofs encourage creativity and experimentation, guiding students toward a more profound comprehension of math principles .

Constructive learning theory shapes the approach to teaching math at the intermediate level by emphasizing the importance of building upon students' prior knowledge. Teachers are encouraged to assess what pupils already know and use that as a foundation for new learning experiences. This approach helps students actively construct their own understanding of math concepts, making connections between prior knowledge and new information, which enhances their overall mathematical comprehension and problem-solving abilities .

The transition from informal to formal language in mathematics supports learning by helping students articulate math concepts more precisely, thereby fostering a better understanding of mathematical reasoning and logic. This shift encourages students to use specific notations, symbols, and theories, which are essential for exploring relationships between concepts and solving complex problems. This understanding is a key component of intermediate grade instruction, where formal proofs and advanced problem-solving become central .

Under the cooperative learning framework, expected outcomes for pupils learning mathematics include enhanced problem-solving skills and deeper understanding through collaboration. Working in diverse groups allows students to address each other's strengths and weaknesses, promote peer learning, and share different approaches to solving mathematical problems. This collaborative effort can lighten the cognitive load and provide students with exposure to various problem-solving strategies .

Teachers can accommodate diverse learner backgrounds by thoughtfully selecting or designing problems that consider each learner's context. This involves adjusting textbook materials into a coherent sequence that addresses standard competencies. Teachers should offer ample opportunities for students to learn new concepts and build proficiency in mathematical reasoning and computation. Regular assessments of individual progress are essential to adapt and redirect instruction, ensuring that all learners can engage with and understand the material effectively .

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