MATH1 Lesson 1

The Nature of Math and Goals of Math Teaching
Lesson 1: The Nature of Math and Goals of Math Teaching
Objectives
• Describe the nature of Math

• Explain the goals of the teaching of Math
• Examine the alignment of learning outcomes to standards – key stage, learning
area – to the goals of teaching Math00
• Give examples on how values inherent in Math can be integrated in the teaching
of Math
GET STARTED
Let's first see the nature of Mathematics before we go into the goals of Mathematics
teaching.
Mathematics is the science of patterns and relationships. Mathematics reveals

hidden patterns that help us understand the world around us. Bertrand Russell (1872-
1970) claimed it to be "the mother of all sciences. Without it, our lives would be in-
comprehensibly pathetic." Someone likewise said: "A mathematician, like a painter or
poet, is a maker of patterns. If his patterns are more permanent than theirs, it is be-
cause they are made with ideas."
Mathematics is a way of thinking. It relies on logic and creativity and it is pursued

for a variety of practical purposes and for its intrinsic interest.
Teaching Mathematics in the Primary Grades 1

Math is an art. Numerous patterns can be found in numbers and in geometric figures.
Someone said: "Mathematics, rightly viewed, possesses not only truth, but supreme
beauty -- a beauty cold and austere, like that of sculpture, without appeal to any part
of our weaker nature, without the gorgeous trappings of painting or music, yet sub-
limely pure, and capable of a stern perfection such as only the greatest art can show."
Mathematics is a language. It has a language of its own. It is such a useful language

and tool that it is considered one of the "basics" in our formal educational system.
Mathematics is a discipline. You are familiar with lots of academic disciplines such
as archeology, biology, chemistry, economics, history, psychology, sociology; and
Mathematics is a broad and deep discipline that is continuing to grow in breadth and
depth.
Math is beautiful but how come it is an unpopular subject? Many stu-

dents are allergic to it. Conduct with your schoolmates. Share your find-
ings below. (20 pts)

Visit bit.ly/kto12curriculum for the K to 12 Curriculum Guide for Math.
Goals
Based on the K to 12 Curriculum Guide for Math, the two main goals of Math teach-
ing are critical thinking and problem solving.
When is your thinking called critical thinking? Study the indicators of critical thinking
drawn from this holistic Critical Thinking scoring rubric.
Holistic Critical Thinking Scoring Rubric*

4
Consistently does all or almost all of the following:
• Accurately interprets evidence, statements, graphics, questions, etc.
• Identifies the salient arguments (reasons and claims) pro and con. Thought-
fully analyzes and evaluates major alternative points of view.
• Draws warranted, judicious, non-fallacious conclusions.
• Justifies key results and procedures, explains assumptions and reasons.
• Fair-mindedly follows where evidence and reasons lead.
3
Does most or many of the following:
• Accurately interprets evidence, statements, graphics, questions, etc.
• Identifies relevant arguments (reasons and claims) pro and con Offers
analyses and evaluations of obvious alterative points of view.
• Draws warranted, non-fallacious conclusions.
• Justifies some results or procedures, explains reasons.
• Fair-mindedly follows where evidence and reasons lead.

2
Does most or many of the following:
• Misinterprets evidence, statements, graphics, questions, etc.
• Fails to identify strong, relevant counter-arguments.
• Ignores or superficially evaluates obvious alternative points of view.
• Draws unwarranted or fallacious conclusions.
• Justifies few results or procedures, seldom explains reasons.
• Regardless of the evidence or reasons, maintains or defends self-interest
or preconceptions
1
Consistently does all or almost all of the following:
• Offers biased interpretations of evidence, statements, graphics, questions,
information, or the points of view of others.
• Fails to identify or hastily dismisses strong, relevant counter-arguments.
• Ignores or superficially evaluates obvious alternative points of view.
• Argues using fallacious or irrelevant reasons, and unwarranted claims.
• Does not justify results or procedures, nor explain reasons.
• Regardless of the evidence or reasons, maintains or defends views based
on self-interest or preconceptions.
• Exhibits close-mindedness or hostility to reason.
*Peter A. Facione, Norsen C. Facione, and The California Academic Press, 217 La Cruz Ave. Millbrae, CA 94030.
Retrieved on 10-5-141 http://www.insightassessment.com/pdf_files/rubric.pdf
The other big goal of the teaching of Math is problem solving skills. This will be ex-
plained in detail under approaches to teaching Math.
Learning Area Standard
These two big goals of teaching Math are expressed in the learning area/program
standards: The learner demonstrates understanding and appreciation of key concepts
and principles of mathematics as applied - using appropriate technology in problem

solving, critical thinking, communicating, reasoning, making connections, representa-

tions, and decisions in real life.
This learning area standard is made more specific in the key stage standards. For the
primary grades, we will follow Key Stage 1

There are five content areas in the curriculum, as adopted from the framework pre-
pared by the Department of Education: Numbers and Number Sense, Measurement,
Geometry, Patterns and Algebra, and Probability and Statistics. The specific skills and
processes to be developed are: knowing and understanding; estimating, computing
and solving; visualizing and modelling: representing and communicating; conjecturing,
reasoning, proving and decision-making; and applying and connecting.
The following values and attitudes are to be honed as well: accuracy, creativity, ob-
jectivity, perseverance, and productivity. We recognize that the use of appropriate
tools is necessary in teaching mathematics. These include: manipulative objects,
measuring devices, calculators and computers, smart phones and tablet PCs, and the
Internet.
SUMMARY
Mathematics is a many-splendored thing. It is a science of patterns and relationships,

a way of logical and creative thinking, an art, a language, a multidisciplinary discipline.
According to the Math conceptual framework contained in the K to 12 Curriculum

Guide of DepEd, the twin goals of Math teaching are critical thinking and problem
solving.

TRY THIS
1. Would you consider the Math standards developmentally appropriate? For in-
stance, are there standards in Grade 1 which are advanced for Grade 1 pupils
or standards in Grade 2 which are supposed to be in Grade 3? (10 pts)

2. Group work - Math teaching in the K to 12 Curriculum integrates the values of

accuracy, creativity, objectivity, perseverance, and productivity. Select content
and performance standards where you can integrate: a) accuracy, b) creativity,
c) objectivity, d) perseverance and e) productivity. (Work in pairs) (30 pts)

MATH1 Lesson 1

Uploaded by

Copyright:

Available Formats

MATH1 Lesson 1

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

MATH1 Lesson 1

Uploaded by

Copyright:

Available Formats

The Nature of Math and Goals of Math Teaching

Lesson 1: The Nature of Math and Goals of Math Teaching

• Describe the nature of Math

Mathematics is the science of patterns and relationships. Mathematics reveals

Mathematics is a way of thinking. It relies on logic and creativity and it is pursued

Teaching Mathematics in the Primary Grades 1

Mathematics is a language. It has a language of its own. It is such a useful language

Math is beautiful but how come it is an unpopular subject? Many stu-

Teaching Mathematics in the Primary Grades 2

Visit bit.ly/kto12curriculum for the K to 12 Curriculum Guide for Math.

Holistic Critical Thinking Scoring Rubric*

Teaching Mathematics in the Primary Grades 3

Learning Area Standard

Teaching Mathematics in the Primary Grades 4

solving, critical thinking, communicating, reasoning, making connections, representa-

Teaching Mathematics in the Primary Grades 5

Mathematics is a many-splendored thing. It is a science of patterns and relationships,

According to the Math conceptual framework contained in the K to 12 Curriculum

Teaching Mathematics in the Primary Grades 6

Teaching Mathematics in the Primary Grades 7

2. Group work - Math teaching in the K to 12 Curriculum integrates the values of

Teaching Mathematics in the Primary Grades 8

You might also like