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Approaches in teaching and learning mathematics
- 1. Approaches in Teachingand Learning Mathematic
- 2. COOPERATIVE LEARNING Agroup 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 . Teacher monitors pupils’ behaviour and provides task assistance . Teacher evaluates pupils’ learning outcome and helps them to formulate a conclusion .
- 3. CONTEXTUAL LEARNINGPupils process new knowledge with reference to their memory and everyday life experience . Pupils’ minds always seek meaning to new knowledge in context, that is, in relation to his current environment. Teacher should relate pupils’ learning with their environment and life experiences. Contextual learning focuses on hands-on and minds-on.
- 4. MASTERY LEARNING Thewhole curriculum content is broken down into small units so that they can be easily mastered . Teacher makes sure that all students have mastered a unit taught before proceed to the next unit . 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. Teacher carries out enrichment or remedial activities based on pupils’ achievement before proceeding to the next unit .
- 5. CONSTRUCTIVISM Pupils constructtheir own knowledge by testing ideas and approaches based on their prior knowledge and experience . Teacher should engage pupils’ curiosity and create interest in gaining new knowledge . Teacher should lead pupils to explore and investigate by using systematic inquiry . Teacher should help to explain the concept involved and make connection to their previous experiences .
- 6. SELF ACCESS LEARNINGPupils access learning materials and acquire knowledge and skills independently . Learning materials are created based on the pupils’ needs, interests, level of achievement and learning style. Teacher should provide pupils with learning skills and train them to self access learning. Teacher should guide the pupils when needed.
- 7. FUTURE STUDIES Teacherleads pupils to understand the most important issues, problems and opportunities they may face and teach them the skills they need to continue to look ahead on their own . In future studies approach, teacher provides pupils with the necessary techniques for becoming independent thinkers and lifelong learners
Editor's Notes
- #4 1. Say you want to teach addition of two fractions ¼ + ¼ , which is a new knowledge to year 4 pupils, you may start by relating it to their experience or understanding of ¼ by means of paper cutting. In this way, pupils will find it easier to understand. 2. For example when you teach percentage, if you use the examples of apples or oranges to rural pupils, the pupils may have greater difficulties in understanding the concept because he seldom comes across these things in his environment. But if you use durians or coconuts, he will find more meaningful and interesting.
- #6 1. Say pupils in year 3, are exposed to the concept of fraction for the first time. We may make use of their basic knowledge in paper folding or paper cutting into equal parts. How to fold or cut paper of different shapes into 2, 3 or 4 equal parts.
- #7 Learning skills: creative & critical thinking, evaluation & assessment, information communication technology etc.
- #8 1. Say when we teach ratio, try to relate to situations where pupils can apply the skills they have learned in future, whether in their future studies or in managing their daily business in future.