Practical Implications:

EED MATH 211 REVIEWER

By recognizing the hierarchical nature
A Definition of Mathematics of mathematics, you can plan your
Education instruction accordingly. Start by
assessing your students present level
According to Valero (2009), of understanding and provide support
mathematics education can refer to to fill any gaps. Then, scaffold their
two different domains: a field of learning experiences by extensively
practice where people engage in the introducing new concepts in a logical
activities connected to the teaching order.
and learning of mathematics and a
field of study which is the space of Krasa et al (2022), describe five
scientific enquiry on and theorization important strands of number that
about the field of practice. need to be understood:

Numeracy  One-to-one principle: There

must be one unique tag per
Numeracy is a term having a range of item counted
different definitions, many of which  Stable order principle: The
encompass the equity and access tags used must be ordered the
ideals of 'mathematics for all and same way consistently over
ideas related to competent citizenship time
(Bishop & Forganz, 2007).  Cardinality principle: The last
 Mathematics is a subset of tag used in the stable order list
numeracy. uniquely represents the cardinal
 Numeracy is mathematics value of the set
 Mathematics is a subset of  Abstraction principle: It does
numeracy. not matter what you are
 Numeracy is mathematics counting as long as you think of
 Mathematics and numeracy are them as entities, real or
two very different phenomena, imagined.
having no relationship  Order-irrelevance principle:
As long as the first two
principles are adhered to, it
does not matter in what order
5 Kay Principles for Teaching you count the items
Primary Mathematics Effectively
Other Activities
1. Understand That Mathematics
Is Highly Hierarchical Prerequisite knowledge. Identify
and assess what students need to
In the primary classroom, fundamental know before introducing new content
mathematical concepts play a crucial
role in shaping the mathematical Daily Reviews: Make sure each
journey for our young learners lesson includes review, spaced
repetition, and mixed practice to help represent mathematical ideas, acting
students remember and build on what as a bridge between hands-on
they've already learned materials and abstract thinking.

Sequence concepts in small steps: Abstract Involves the use of symbols

We want to start with the smallest and mathematical notation, which
details, not just add things step by offer clear and efficient way to express
step them. mathematical ideas

2. We Need Both Conceptual and 5. To Think Like a Mathematician,

Procedural Understanding We Need to Teach Than Math

To truly understand math, students While mathematicians often enjoy

need both conceptual understanding challenges, show curiosity and can
(knowing the "why" behind the math) reflect on their own thinking
and procedural fluency (knowing how
to do the steps correctly) How Learning Happens?

3. Fluency in Basic Math Facts Red circle: the intended new concept
that is being presented by the teacher
Opens Doors
Light grey circles: minimal schema
strength (understanding)
As cited in Effective Math
Black circles: strong schema
Interventions (Codding, et al 2017), strength
"Students without basic fact fluency Black lines: connections to prior
seem to be less able to grasp learning
underlying math concepts, perform
procedural computation tasks, solve
word problems 6. Aim For Productive Learning,
Rather Than Productive Struggle
Fluency is not just about memorizing
facts-it's about understanding the Anxiety can affect anyone and stem
concepts and procedures deeply from many situations-math anxiety is
enough to recall and use them quickly simply one form, often triggered by
and flexibly. uncomfortable experiences like
struggling to solve a problem
4. Use concrete, pictorial, and
abstract representations Practical Implications
depending on what best supports Our students need teachers to guide
the student's learning needs. them in making connections by
Concrete: Uses physical objects or carefully sequencing concepts in
manipulative that students can handle small, manageable steps, clearly
making math concepts more concrete explaining how ideas relate, and using
and easier to understand stories or analogies to deepen
understanding
Pictorial Representational Tools
use diagrams and charts visually
Here are several ways to support  Social and are learning to relate
this process: to others

Speak positively about math. Our

attitudes and beliefs about
mathematics and about our students Learning Theories in Mathematics
abilities, can influence how they see Behaviourism Learning and
themselves as learners (Pygmalion behaviour changes are acquired by
effect) linking stimuli and response.
Cognitivism Learning is internal and
Success builds confidence Teach is a result of a student processing and
students how to answer the questions organising new information
who give them. This gives them a Constructivism Knowledge is
sense of achievement and encourages constructed by adapting new
future engagement. Early success information based on previous
experience
increases attention and motivation,
1. Behaviorism.
it's not "giving away the answer it's
 Behaviorism is the result of a
teaching
stimulus-response cycle
Lower the pressure: Because math  Later learning is dependent on
often has right and wrong answers, earlier concepts being
frequent mistakes can be understood.
discouraging. That's why strong  It focuses on the role of
instruction and a positive classroom punishments and rewards in
culture are key. leaming 0 Drill practice is
prioritized over concepts and
Revoicing Repeat, rephrase, or strategies.
expand on what students say to  Learners are frequently unable
clarify and reinforce their ideas to transfer their skills to
(Anthony & Walshaw, 2009). different contexts. Teacher
centric
Characteristics of Young Learners: 2. Cognitivism
 Children are Energetic and  Based on mental stimuli
physically active  Student centric
 Spontaneous and not afraid to  Focuses on building problem
speak out or participate solving skill
 Curious and receptive to new  Enables learners to solve real
ideas life problems
 Imaginative and enjoy make-  It works in stages like
believe understanding a problem,
 Easily distracted and have short Devising a plan and lastly
attention spans execution
 Egocentric and relate new ideas 3. Constructivism
to themselves
  Prior learning is essential, builds teaching mathematics in the primary
on what the learner already grades, including curriculum goals,
knows. how children learn, and important
 Learner centric approach learning theories
 Scaffolding is required to
enhance the learning [Link] Age-Appropriate Math
 Builds confidence Activities. Students will be able to
 Think critically with vigilant create simple engaging, and
supervision developmentally appropriate math
 Focus on collaborations activities for young learners.

2. In what ways can recognizing the [Link] the Role of Effective

difference between numeracy and Math Teaching. Students will
mathematics help teachers design recognize the importance of teaching
more inclusive and relevant learning math in ways that are meaningful,
experiences? learner-centered, and supportive of
children's growth and understanding.
Promotes understanding of equity,
access, and real-world application LESSON 2

3. Why is a important to balance both K-12 Mathematics Curriculum

conceptual understanding and The K-12 Mathematics Curriculum is
procedural fluency in primary structured around five core content
mathematics instruction? areas: Numbers and Number
Highlights the interplay between Sense, Measurement Geometry,
knowing why and knowing how Patterns and Algebra, and
Statistics and Probability
4. How can the characteristics of
young learners influence your 1. Number and Number Sense
teaching strategies in the Focuses on understanding numbers,
mathematics classroom? their

Connects child development traits to 2. Measurement Involves using

effective pedagogy numbers and measurement tools to
describe, properties, operations
5. Which learning theory-behaviorism, estimation, and real-life applications
cognitivism, or constructivism-do you compare, and understand
find most applicable to teaching mathematical and physical objects.
primary mathematics, and why?
3. Geometry-Covers the properties
Promotes reflection and analysis of and relationships of 2D and 3D
theory in practice shapes, spatial reasoning,
visualization and geometric proofs and
1. Understand the Foundations of models
Math Teaching. Students will
understand the key elements of
4. Patterns and Algebra Centers on mathematical content and aligned
recognizing and analyzing patterns. with the curriculum's overarching goal
relationships, and changes in shapes
and quantities. To support this goal, the framework
highlights three key facets content,
5. Statistics and Probability Aims skills, and disposition. These facets
to develop students ability to collect, are strengthened by three supporting
organize. and present data using components, pedagogy. assessment,
tables, charts, and graphs, interpret and resources, each tailored to suit
and analyze data understand the learners' context, curriculum
uncertainty, and make predictions content, and stage of development.
based on data.
The curriculum also aims for learners
A Number and Number Sense to develop essential qualities
 Whole numbers up to 10,000 described by the five interrelated
 The Four fundamental strands of mathematical
operations (including
proficiency, as identified by the
applications on money)
 Ordinal numbers up to 100 National Research Council (NRC, 2001)
basic concepts of fractions
1 Conceptual Understanding
grasping mathematical concepts,
B. Measurement
operations, and relationships
 Time, length, mass, capacity
2. Procedural Fluency carrying out
 Area of square and rectangle
mathematical procedures accurately,
efficiently, and flexibly
C. Geometry
3. Strategic Competence problems
 Two-dimensional and three-
formulating, representing, and solving
dimensional objects
mathematical
 Lines
4. Adaptive Reasoning thinking
 Symmetry
logically, reflecting, explaining, and
 Tessellation
justifying
5. Productive Disposition seeing
D. Patterns and Algebra
mathematics as meaningful and
 Continuous and repeating
valuable, and believing in one's own
patterns
ability to succeed through effort
 Number sentences

 E. Statistics and Probability

 Data collection and
CONCEPTUAL FRAMEWORK
representation in tables
 Pictographs Mathematics is a subject that
 Bar graphs Outcomes
influences daily life at all ages and in

Curriculum Framework all situations. Its significance extends
far beyond the classroom, making it
The framework for the revised essential for students to learn
Mathematics Curriculum for Grades 1 mathematics in a thorough and
to 10 serves as a guide for teachers in meaningful way
designing lessons that are rich in
In basic education (Grades K-10),
mathematics focuses on two core Constructivism: Learners build new
goals: Critical Thinking and Problem knowledge by connecting it to their
own experiences and understanding.
Solving.

The mathematics curriculum aims to Cooperative Learning: Learning is

enhanced through collaboration,
develop a specific set of skills and
where students work together on
processes, which include: shared tasks and actively engage in
the learning process.
 knowing and understanding
 estimating, computing, and Discovery and Inquiry-Based
solving Learning (Bruner, 1961): Students
 visualizing and modeling construct knowledge by exploring,
 representing and asking questions, and discovering
communicating relationships and concepts through
 conjecturing, reasoning, hands-on experiences:
proving, and decision-making
 applying and connecting Additionally, the curriculum is
structured around three key
components:
Alongside these, learners are
Content Standards describe the
expected to cultivate important values broad concepts and knowledge
and attitudes such as accuracy, students should acquire
creativity, objectivity, perseverance, Performance Standards describe
and productivity. what students should be able to
demonstrate after mastering the
The effective teaching of mathematics content
also involves the use of appropriate Learning Competencies are detailed
tools, including manipulative and sequential objectives that serve
as a guide for instruction, helping
materials, measuring instruments,
ensure that students achieve both the
calculators, computers, smartphones, content and performance standards.
tablet PCs, and internet resources.

The curriculum values the learners' LESSON 3: CONSTRUCTIVIST

background such as their THEORY IN TEACHING
environment, culture, language, and MATHEMATICS IN THE PTIMARY
experiences. GRADES

Situated Learning (Lave & What is Constructivism?

Wenger): Learning takes place within
the context in which it is applied, Constructivism is a key learning theory
emphasizing real-world relevance used by educators to support student
learning. It is based on the idea that
Reflective Learning: Deeper learners actively build their own
learning occurs when students reflect understanding and knowledge of the
on real-life situations, analyze their
world, using their personal
experiences, and derive meaningful
insights. experiences as a foundation. In this
approach, learning is not simply about 8. Motivation is essential. Without
absorbing information-students motivation, learning stalls. Learners
connect new knowledge to what they need to feel engaged and inspired in
already know, making learning a order to connect new information to
personal and meaningful process. what they already know. Educators
must create motivating environments
Core Principles of Constructivist that spark curiosity and encourage
Learning learners to explore and take
1. Knowledge is built. At the heart ownership of their learning.
of constructivism is the idea that 1. Cognitive Constructivism This
knowledge is built upon existing approach focuses on matching
knowledge. learning to the student's level of
2. Learning is cumulative and thinking. It helps them link new ideas
Interconnected. As students learn, to what they already know so they can
they develop the ability to learn more better understand and grow. Cognitive
effectively constructivism is based on the work of
Jean Piaget, who studied how
3. Learning is an active process. children's thinking develops as they
Learning requires more than just grow
listening-students must engage
actively through sensory input and 2. Social Constructivism (LEV
interaction. VYGOTSKY) focuses on the role of
social interaction, culture, and working
4. Learning is a social process. with others in learning.
Interaction with others-teachers,
peers, family-plays a critical role in 3. Radical Constructivism
learning. Introduced by Ernst von Glasersfeld in
1974, radical constructivism views
5. Learning is contextual. Students learning as a highly personal and
learn best when content is connected subjective process. It argues that
to their lives and existing knowledge knowledge is not discovered but
invented by the learner, and that we
6. Knowledge is personal. Because can never truly access objective
learning builds on individual reality, only personal interpretations
experiences, it is deeply personal. No shaped by our experiences.
two learners interpret or internalize
information in exactly the same way 4. Constructivism in Education
Understanding how to apply
7. Learning takes place within the constructivist principles in the
learner's mind. While hands-on classroom is essential for creating
activities and physical engagement engaging and meaningful learning
are important, true learning also experiences.
requires mental activity
By applying constructivist strategies, whole and expanding to include
educators can create dynamic student the parts.
centered classrooms that empower Pursuit of student questions and
learners to taka ownership of their interests is valued.
education Materials include primary sources
of material and manipulative
Four Essential Elements of a materials.
Successful Constructivist Learning is interactive, building
Classroom on what the student already
1. Collaborative knowledge-building knows.
between teachers and students Teachers have a dialogue with
2. Shared responsibility and decision- students, helping students
making in the learning process construct their own knowledge.
3. Teachers serve as facilitators or Teacher's role is interactive,
guide rather than traditional lecturers rooted in negotiation.
4. Small, interactive learning groups
Assessment includes student
that encourage discussion and
cooperation works.
observations, and points of view,
Difference between Traditional as well as tests.
and Constructivist Classroom Process is as important as
product.
TRADITIONAL CLASSROOM Knowledge is seen as dynamic,
ever changing with our
Curriculum begins with the parts
experiences.
of the whole. Emphasizes basic
Students work primarily in
skills.
groups.
Strict adherence to fixed
curriculum is highly valued.
Materials are primarily textbooks
and workbooks. LESSON 4: THE TEACHING CYCLE
Learning is based on repetition.
The Teaching Cycle
Teachers disseminate information
to students; students are 1. Identify Objectives
recipients of knowledge.
Teacher's role is directive, rooted What knowledge or skills should
in authority. students acquire? Teachers must align
Assessment is through testing. their goals with the content standards,
correct answers. performance standards, and learning
Knowledge is seen as inert. competencies outlined in the
Students work primarily alone. curriculum guide.

CONSTRUCTIVISM CLASSROOM 2. Plan Instruction What strategies

will help students meet the identified
Curriculum emphasizes big objectives? Effective instructional
concepts, beginning with the
planning requires a solid students to learn and how the learning
understanding of the lesson content. will take place. It serves as a roadmap
for delivering instruction effectively.

3. Implement the Plan

Purpose of a Lesson Plan
This stage involves carrying out the
learning activities you have prepared. Beyond organizing the curriculum,
While careful planning is essential, it's resources, time, and instructional
equally important to stay flexible and strategies, a lesson plan also helps
adapt to changes or unexpected communicate learning goals to
situations that may arise during students and shows how their
instruction. progress will be assessed. It ensures
both teaching and learning stay
4. Check for Understanding focused and goal-oriented
Teaching means helping students What Makes a Good Lesson Plan?
learn. While teaching your lesson, you
should regularly check if students An effective lesson plan should be
understand what you've discussed.. specific, attainable, realistic, and time-
bound (SMART). These qualities
5. Reflect on Teaching ensure that the lesson is manageable
After each lesson, you should reflect and has clear, measurable outcomes.
on how it went. Did the students meet When developing a lesson plan,
the goals? Were your teaching teachers should focus on three
methods effective? What can you do key questions:
better next time?
o What am I going to teach?
6. Assess Learning and Reflect on o How am I going to teach it?
the Results o How will I assess or track
student learning?
This stage shows clearly what the
students have learned, often through
a written test in math. Key Components of an Effective
Lesson Plan
LESSON 5. Things to Consider in
Planning Instruction in [Link] Objective Every lesson
Mathematics in the Primary should have a clear purpose or goal.
Grades Objectives specify what students are
expected to learn and how their
What is a lesson plan? understanding will be measured.
A lesson plan is a detailed guide that 2. Instructional Materials Preparing
outlines what the teacher wants all necessary materials ahead of time
allows the teacher to concentrate on motivating and engaging to catch the
instruction during class. attention of the students

3. Activating Prior Knowledge Discussion. The lesson continues

Effective lessons build on what with the processing of the activity at
students already know. This this stage students, guided by the
component connects new learning to teacher reflect on and discuss their
students' existing knowledge or experiences related to the activity.
experiences. The teacher's questioning skills play a
crucial role in steering the
4. Instructional Delivery Also conversation toward the intended
learning objectives
known as direct instruction, this part
involves explicitly teaching the new
skill or concept. It outlines the step-by- Input. In a traditional classroom, the
step teaching process, including teacher usually gives a lecture during
this part of the lesson. In a
explanations, demonstrations, reading
constructivist classroom, students
activities, and interactive discussions.. share what they learned from the
activity and discussion. No matter the
5. Guided Practice supports approach, this is the stage where
students as they begin applying what important ideas are clearly explained
they've learned. and strengthened

6. Assessment To determine whether

Deepening. At this stage, the teacher
the lesson was effective, teachers use
asks questions to make students think
assessments to evaluate student deeply and creatively Real-life or
learning. These assessments can challenging math problems may be
include exit tickets, written responses, used. The goal is to help students
group activities, quizzes, or informal better understand what they have just
observations. learned

LESSON 6: THE INSTRUCTIONAL Activity In mathematics, this is the

PLANNING MODELS stage where students reinforce their
understanding by solving problems.
1. The ADIDAS Model (Activity,
Discussion, Input, Deepening,
Activity, Synthesis This is the final part of the
lesson model where students are
given the opportunity to demonstrate
Summary) their learning by verbally summarizing
what took place dung the class and
Activity. The lesson begins with an sharing the key concepts they have
activity that will later facilitate a understood.
meaningful discussion about the topic
of the session In other words, the 2. Five Es Model (Engage, Explore,
activity introduces the topic to the Explain, Elaborate, and Evaluate)
students. This activity must be
Engage. This part triggers the Why Problem-Solving Skills Matter
students previous knowledge and in the Classroom? Developing
engages them into new concepts by effective problem-solving skills is a
doing short activities. The aim of this
vital part of a child's growth When
part is to provoke the students
curiosity students are given opportunities to
tackle problems in a safe, supportive
classroom environment they can build
Explore. In this part, the students are
these essential skills in a healthy and
exposed to diverse experiences that
will ease the discovery of new constructive way
concepts Explore may involve
observation exercises, simulations or Benefits of Teaching Problem-Solving
manipulations of instructional
materials. The goal here is for the
students to discover something new

Explain. Here the students clarify why BENEFITS OF TEACHING PROBLEM-

they have experienced in explore. The SOLVING SKILSS
role of the teacher is to help the
discussion that should lead to students 1 Enhances Academic
seeing patterns that will help them to Performance
describe the new concept in their own
words. Students with strong problem-solving
abilities tend to be better critical and
Elaborate. The elaborate part of the analytical thinkers. These skills help
them approach academic tasks more
lesson allows students to increase
strategically, resulting in improved
their understanding of the concept by performance across various subjects
applying what they have learned in
solving mathematical problems.
2 Builds Confidence
Evaluate. The final part of this model Allowing students to take ownership of
allows both the teacher and students problems and explore their own
solutions fosters independence and
to assess what has been learned
resilience.
LESSON 7; THE PROBLEM- 3. Prepares Students for Real-Life
SOLVING STRATEGY Challenges
As the world becomes increasingly
What Are Problem-Solving Skills? complex, students need practical
problem-solving experience.
Problem-solving skills refer to a set of
abilities that enable individuals to Strategies to Develop Problem-
identify issues, generate potential Solving Skills in Students
solutions, evaluate options, and work
collaboratively to identify the best 1. Project-Based Learning
course of action
Inspire students to engage in hands-
on, collaborative projects. This
approach allows them to apply
problem-solving skills in real Encourage learners to take
scenarios. Teachers can observe how responsibility for their learning. When
students tackle tasks, then provide students are empowered to make
feedback individually or in groups to decisions and explore ideas
help refine their approach. independently, they naturally develop
stronger problem-solving skills and a
deeper sense of engagement.
2. Promote Discussion and
Collaboration
Classroom discussions and teamwork Pólya's How to Solve It
naturally develop students' ability to George Pólya was a leading figure in
solve problems. Rather than simply promoting effective problem-solving in
receiving information, students mathematics education. Born in
actively share and refine ideas Hungary in 1887, he earned his Ph.D.
through peer interaction-an essential from the University of Budapest and
part of building thinking skills. later served as a professor at Stanford
University, among other institutions.

3. Use Inquiry-Based Learning POLYA`S PROBLEM-SOLVIING

METHOD
Present students with thought-
provoking, open-ended questions that
stimulate curiosity and require critical Understand the problem
thinking. Look back
Make a plan
Carry out the plan
4. Model Problem-Solving
Behavior
Teachers can lead by example by LESSON 8: INDUCTIVE LEARNING
demonstrating how to approach and STRATEGY
resolve problems effectively. This
might involve What is Inductive Learning?

 Identifying the problem openly Inductive learning also known as

discovery learning, is a course where
 Brainstorming possible solutions the learner realizes rules by observing
with students examples.
Inductive learning takes the traditional
 Collaborating to choose the best
order of a lesson and converses
option
things. It makes students engross with
what they are learning rather than just
 Testing the solution and
memorizing
reflecting on the outcome

 Making adjustments as needed INDUCTIVE

specific examples- general rule

5 Prioritize Student Agency DEDUCTIVE

General rule specific examples
  2. Bias Personal biases may
Four Stages Students Experience influence observations and
During an Inductive Learning conclusions
Activity  How to use Inductive
Learning
1. Observe
Children enjoy finding patterns! When Instructors can build an exercise that
presented with several examples, they uses inductive learning by generating
naturally look for similarities and try to an assignment using pre-chosen
form rules. examples

2. Forming a Hypothesis As
students observe patterns or
relationships they begin forming
possible instructions in their thoughts.

3. Testing the Hypothesis

(Collecting Evidence) Students then
test their hypotheses by applying
them to new

4 Drawing Generalizations In the

final stage students refine their
validated hypothesis into a formal rule
Encourage them to express this rule
using proper mathematical language

Advantages of Inductive Learning

 [Link] Adapts to new

information and unexpected
results
 2 Discovery-Oriented
Encourages exploration and
creativity
 3 Real World Relevance Closely
aligned with how humans learn
naturally

Challenges of Inductive Learning

Overgeneralization

 [Link] of drawing incorrect

conclusions from limited data