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    Approaches, Methods and Techniques IN Teaching Mathematics

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    Joanne Mae Montano
    This document outlines various approaches, methods, and techniques for teaching mathematics, including discovery approach, inquiry approach, process approach, cooperative learning, project-based learning, problem solving techniques, the 5 E-learning cycle, activity approach, using patterns, and the investigative approach. It then focuses on describing the inquiry approach in more detail. The inquiry approach emphasizes the student's role in the learning process and refers to a transformation of the traditional classroom where students are encouraged to participate in group work and guided learning delivered by an instructor. The document notes that inquiry-based learning is effective as it actively engages students in the learning process in a way that allows them to retain more information. It provides several advantages and benefits of inquiry-based learning

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    Approaches, Methods and Techniques IN Teaching Mathematics

    Uploaded by

    Joanne Mae Montano
    3K views25 pages
    This document outlines various approaches, methods, and techniques for teaching mathematics, including discovery approach, inquiry approach, process approach, cooperative learning, project-based learning, problem solving techniques, the 5 E-learning cycle, activity approach, using patterns, and the investigative approach. It then focuses on describing the inquiry approach in more detail. The inquiry approach emphasizes the student's role in the learning process and refers to a transformation of the traditional classroom where students are encouraged to participate in group work and guided learning delivered by an instructor. The document notes that inquiry-based learning is effective as it actively engages students in the learning process in a way that allows them to retain more information. It provides several advantages and benefits of inquiry-based learning

    Original Title

    INQUIRY APPROACH

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    This document outlines various approaches, methods, and techniques for teaching mathematics, including discovery approach, inquiry approach, process approach, cooperative learning, project-based learning, problem solving techniques, the 5 E-learning cycle, activity approach, using patterns, and the investigative approach. It then focuses on describing the inquiry approach in more detail. The inquiry approach emphasizes the student's role in the learning process and refers to a transformation of the traditional classroom where students are encouraged to participate in group work and guided learning delivered by an instructor. The document notes that inquiry-based learning is effective as it actively engages students in the learning process in a way that allows them to retain more information. It provides several advantages and benefits of inquiry-based learning

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    3K views25 pages

    Approaches, Methods and Techniques IN Teaching Mathematics

    Uploaded by

    Joanne Mae Montano
    This document outlines various approaches, methods, and techniques for teaching mathematics, including discovery approach, inquiry approach, process approach, cooperative learning, project-based learning, problem solving techniques, the 5 E-learning cycle, activity approach, using patterns, and the investigative approach. It then focuses on describing the inquiry approach in more detail. The inquiry approach emphasizes the student's role in the learning process and refers to a transformation of the traditional classroom where students are encouraged to participate in group work and guided learning delivered by an instructor. The document notes that inquiry-based learning is effective as it actively engages students in the learning process in a way that allows them to retain more information. It provides several advantages and benefits of inquiry-based learning

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 25

    APPROACHES, METHODS AND

    TECHNIQUES

    IN

    TEACHING MATHEMATICS
    APPROACHES, METHODS and TECHNIQUES
    IN
    TEACHING MATHEMATICS

    1. Discovery Approach 6. Problem Solving


    2. Inquiry Approach Techniques
    3. Process Approach 7. The 5 E-Learning Cycle
    4. Cooperative Learning 8. Activity Approach
    5. Project-based Learning 9. Using Patterns
    10. The Investigative
    Approach
    Traditional
    classroom approach
    leaves YOU
    (students) bored
    and unengaged.
    AGREE DISAGREE
    INQUIRY APPROACH

    Inquiry-based learning
    is an approach to
    learning that
    emphasizes the
    student’s role in the
    learning process.
    Inquiry-based learning refers to a transformation of
    the traditional classroom. Students are encouraged
    to take part in group work to learn from their
    peers and participate in forms of guided learning,
    which is delivered by an instructor.
    IS INQUIRY-BASED
    LEARNING EFFECTIVE?
    Just like experiential learning,
    inquiry-based learning actively
    engages students in the learning
    process.
    We retain 75% of what we do
    compared to 5% of what we hear
    and 10% of what we read. 
    ADVANTAGES AND BENEFITS
    OF INQUIRY-BASED LEARNING
    1.Enhances learning experiences for children.

    2.Teaches skills needed for all areas of


    learning.

    3. Fosters curiosity in students.


    4. Deepens students’ understanding of topics.

    5. Allows students to take ownership of their


    learning.

    6. Increases engagement with the material,

    7. Creates a love of learning.


    4 Phases of Inquiry-Based Learning:

    1. INTERACTING

    Big Idea: Dive into engaging, relevant, and


    credible media forms to identify a ‘need’ or
    opportunity for inquiry.
    INTERACTION:
    1. Student-to-material.

    2. Student-to-peer.

    3. Student-to-expert.

    4. Student-to-media.

    Tone: Open-minded, curious, unburdened, playful


    Student Indicators: actively skims a variety
    of media, follows curiosity, responds with
    awe, dwells with certain media depending
    on curiosity or perceived utility; seeks out
    peers for ideas and resources.
    Teacher Indicators: models curiosity, thinks-
    aloud when interacting with disparate media,
    asks probing questions, withholds evaluative
    statements, provides exemplars, monitors and
    encourages student thinking habits
    2. CLARIFYING

    Big Idea: Summarizing, paraphrasing, and


    categorizing learning with teacher or expert
    support.

    Tone: Slightly more focused, reflective,


    independent, cautious
    Student Indicators: Paraphrases
    understanding in familiar language; resists
    looking for ‘answers’ and ‘solutions’;
    distinguishes between fact and opinion;
    evaluates the credibility and relevance of
    sources; focused on possibility
    Teacher Indicators: offers non-evaluative and
    frequent feedback; provides relevant graphic
    organizers and other ways to ‘frame’
    student thinking; asks probing questions
    that focus on student thinking: what they
    know and why they think they know it;
    3. QUESTIONING

    Big Idea: Asking questions to drive


    continued, self-directed inquiry

    Tone: Creative, confident, interdependent


    Student Indicators: Curious, precise with
    questions, self-monitoring, big-picture
    thinking, little-picture application
    Teacher Indicators: models questioning,
    thinks-aloud in revising irrelevant or
    otherwise flawed questions; models use
    of concept-mapping tools to analyze
    thinking; hosts QFT sessions and Socratic
    seminars
    4. DESIGNING

    Big Idea: Designing an accessible, relevant,


    and curiosity-driven action or product to
    culminate and justify inquiry

    Tone: Creative, restrained, calculating


    Student Indicators: Clarifies thinking, busy,
    self-directed, uncertain but efficacious, follows
    curiosity
    Teacher Indicators: Creates ‘conditions and
    means’ for collaboration; identifies areas for
    revision, reflects back on entire process.
    Four Student Questions For Post-Phase Reflection:

    What skills did I depend on?


    What do I now understand more deeply,
    and how do I know?
    If I had more time or resources, what else
    could I have done?
    What is the role of inquiry in learning?
    THANK YOU!

    GOD BLESS 

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