Techniques to develop concepts rather than memorization in mathematics within time frame at primary and seconday level

1. TECHNIQUES TO DEVELOP
CONCEPTS RATHER THAN
MEMORIZATION IN
MATHEMATICS WITHIN TIME
FRAME AT
PRIMARY/SECONDARY LEVELS
SAMREEN SHABBIR, TGT,
FG PUBLIC SCHOOL NO.1 (GIRLS) BAHAWALPUR CANTT.

2. In traditional education context, the teacher is the sender or the source.
The educational material is the information or message.
The student is the receiver of the information.
The delivery medium
chalk-and- talk” method.
In such a lecture students assume a purely passive role and their
concentration fades off after 15-20 minutes.
ANALYSIS OF TRADITIONAL METHOD OF
TEACHING

3. LIMITATIONS
Teaching in classroom using chalk and talk is “one way flow” of
information
Teachers often continuously talk for an hour without knowing students
response and feedback.
The material presented is only based on lecturer notes and textbooks.
There is insufficient interaction with students in classroom.
More emphasis has been given on theory without any practical and real life
time situations.
Learning from memorization but not understanding.

4. INNOVATIVE METHODS OF
TEACHING
I hear and I forget.
I see and I believe.
I do and I understand.
- Confucius
The empires of the future are the empires of the mind.- Winston
Churchill

5. APPROACHES IN TEACHING
MATHEMATICS

6. APPROACHES IN TEACHING AND LEARNING
MATHEMATICS
Approaches
INQUIRY TEACHING
DEMONSTRATION
APPROACH
DISCOVERY APPROACH
MATH-LAB APPROACH
PRACTICAL WORK
APPROACH (PWA)
INDIVIDUALIZED
INSTRUCTION USING
MODULES
BRAIN STORMING
PROBLEM-SOLVING
COOPERATIVE LEARNING

7. INQUIRY TEACHING
Inquiry Teaching involves providing learners with
content-related problems that serve as the foci for class
research activities. The teacher provides/presents a
problem then the learners identify the problem.

8. THE STEPS IN THE PROCESS OF INQUIRY
• Present specific problematic situation.
• Encourage observation for developing a statement of research
objectives
• Ask students for observation and explanation
• Encourage the testing of the hypothesis
• Develop tentative conclusion and generalization
• Debrief the process

9. DEMONSTRATION APPROACH
Demonstration Approach is
a teaching strategy in which the
teacher engages “in a learning
task other than just talking
about it”.

11. DISCOVERY APPROACH
Discovery Learning is “International Learning” . Both
the teacher and the learner play active roles in discovery
learning depending upon on the role that the teacher
plays, this can range from guided discovery (needs strict
supervision) to free or pure discovery (very little
supervision needed)

12. MATH-LAB APPROACH
The Mathematics Laboratory Approach
is a method of teaching whereby children in
small groups work through an
assignment/task card, learn and discover
mathematics for themselves.

13. PRACTICAL WORK APPROACH(PWA)
The learners in this approach, manipulate
concrete objects and/or perform activities to arrive
at a conceptual understanding of phenomena,
situation, or concept. The environment is a
laboratory where the natural events/phenomena
can be subjects of mathematical or scientific
investigations.

14. INDIVIDUALIZEDINSTRUCTION USING MODULES
The application of Individualized Instruction permits the
learners to progress by mastering steps through the
curriculum at his/her own rate and independently of the
progress of other pupils.

15. BRAINSTORMING
It is a teaching strategy in which the
teacher elicits from the learners as many ideas
as possible but refrains from evaluating them
until all possible ideas have been generated.

16. BRAINSTORMING USUALLY OCCURS IN 4
PHASES
1) problem identification,
2) idea generation,
3) idea evaluation, and
4) solution implementation and evaluation.

17. PROBLEM-SOLVING
Problem-solving can best be defined as a learner-
directed strategy in which learners “think patiently and
analytically about complex situations in order to find
answers to questions”. A problem is defined as a
“situation in which you are trying to reach some goal,
and must find means for getting there”.

18. PROBLEM-SOLVING
When using problem-solving for the first time:
select a simple problem that can be completed in a short amount of time.
Consider learners’ interest, ability level, and maturation level.
Make sure resources (materials or equipment) are available.
Make sure that learners are familiar with brainstorming before you implement problem-
solving.

19. COOPERATIVE LEARNING
Cooperative learning is helpful in
eliminating competition among learners. It
encourages them to work together towards
common goals. It fosters positive intergroup
attitudes in the classroom.

20. COOPERATIVE LEARNING
•eliminates competition among learners. It
encourages them to work together towards common
goals.
•It fosters positive intergroup attitudes in the
classroom. It encourages learners to work in small
groups to learn.

21. COOPERATIVE LEARNING
■ A group 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.

22. INTEGRATIVE TECHNIQUE
The Integrated Curriculum Mode (Integrative
teaching to some) is both a “method of teaching
and a way of organizing the instructional
program so that many subject areas and skills
provided in the curriculum can be linked to one
another”.

23. CONSTRUCTIVISM
■ Pupils construct their 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.

24. SELF ACCESS LEARNING
■ Pupils 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.

25. FUTURE STUDIES
■ Teacher leads 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

26. Steps of lesson planning were adopted as given by Carin and
Surd (1981)
1)Statement of the problem.
2)Previous knowledge.
3)Concept to be developed.
4)Specific objectives.
5)Teaching aids.
6)Presentation.(how to present
subject matter)
7) Questions of Discussion
8) Investigative activities of students.
9) Observation table made by the students.
10) Generalization
11) Open questions.
12) Teacher activity.

27. Evaluation Procedures
Testing
Procedures
Informal and
Standardized Tests
Individual and
Group Tests
Oral , Essay and
Objective Tests
Speed , Power and
Mastery Tests
Readiness and
Diagnostic Tests
Verbal, nonverbal
and Performance
Tests

28. a. Achievement Test include simple quizzes
on the work during single period to full-scale
examinations
c. Inventory tests often referred to as pre- and
post- tests and are used to determine the
improvement of the students
e. Speed tests are tests wherein a student is
required to complete as many tests or problems
in a predetermined time
b. Diagnostic tests attempts to locate
areas of misunderstanding or areas where
teaching has not taken place to enable
suitable remedial instruction to be given
d. Individual tests require careful
questioning and observation of the
reaction of an individual and needs an
expert to administer
f. Power tests require a student to do as
many problems or tasks out of a set of
increasing difficulty
g. Sociometric
Tests which test
sociability of
students require
them to select or
identify their
classmates whom
they like very
much
Types of Tests for Evaluation Purposes

29. THANKS