This document discusses different teaching approaches used in mathematics education, including cooperative learning, problem-based learning, and case studies. Cooperative learning involves students working in small groups to achieve common goals, emphasizing positive interdependence, interaction, individual accountability, collaborative skills, and group processing. Problem-based learning frames instruction around non-routine problems that require students to discover new knowledge to solve. Case studies present real-world situations for students to analyze and resolve, applying theoretical concepts. These active learning strategies encourage students to directly engage with course content.

1. Faculty of Mathematics and Sciences
Mathematics Department
Trends And Issues
In Education For Mathematical Sciences
(SME3023)
ASSIGNMENT : Teaching Approaches.
Group Members:-
1) Paul Vosko Anak Ranged (D20121059016)
2) Nor Azila Binti Razak (D20112052105)
3) Dg Norhayati Binti Mahamad (D20112052103)
LECTURER : Dr. Mohd Faizal Nizam Lee bin Abdullah

2. 4.1 Introduction of Teaching Approach
Teaching approach is the sorts of teaching and learning activities that teacher have planned. It is explain on any ways in which teacher will try to engage students with the subject matter such as provide students with basic facts, relate new knowledge to what students already know, build in interaction, be passionate and be enthusiastic. Beside that, it is also describe the ways in which teacher will support their student by encourage them with questions, set formative assessments to evaluate them, and also provide a constructive feedback to their students.
4.2 Teaching Method and Approaches
4.2.1 Cooperative Learning
According to Slavin (1982), cooperative learning refers to cooperative teaching methods that require the students with a variety of abilities work together in small groups to achieve a common goal. Cooperative learning is a name that used to describe a large group of instructional strategies in which students collaborate in order to reach a common goal. In this method, students will work together in a small groups to complete a structured task or goal. It is more than just working in a group, because as a group when students just work alone, it doesn’t guarantee cooperative learning among them.
4.2.1.1 Elements of Cooperative Learning
1. Positive Interdependence
Positive interdependence indicates that group members can reach their goals only by working together. Positive interdependence can also be promoted through group rewards, assigning specific group roles, or sharing materials and resources. Group members must

3. believe that each person's efforts benefit not only him or herself, but all group members as well.
2. Face-to-face Interaction
Important cognitive activities and interpersonal dynamics only occur when students promote each other's learning. This includes oral explanations of how to solve problems, discussing the nature of the concepts being learned,and connecting present learning with past knowledge. It is through face-to-face, promotive interaction that members become personally committed to each other as well as to their mutual goals. This doesn't mean that each time students ae having a discussion that they are involved in a cooperative activity, but rather they cannot be collaborating without face-to- face interaction.
3. Individual Accountability
The essence of individual accountability in cooperative learning is 'students learn together, but perform alone'. This ensure that no one can "hitch-hike" on the work of others. This element might be promoted by having students take separate tests. Students might also collaborate and produce their own work for an individual grade rather than produce a poduct fo a group. A lesson's goal must be clear enough that students are able to measure whether the group is successful in achieving them, and individual members are successful in achieving them as well.

4. 4. Collaborative Skills
In cooperative learning groups, students learn academic subject matter (taskwork) and also interpersonal and small group skills (teamwork) or known as collaborative skills. Thus, a group must know how to provide effective leadership, decision-making, trust- building, communication, and conflict management. Given the complexity of these skills, teachers can encourage much higher performance by teaching cooperative skill components withing cooperative lessons. As students develop these skills, later group projects will be probably run more smoothly and efficiently than early ones.
5. Group Processing
After completing their task, students must be given time and procedures for analyzing how well their learning groups are functioning and how well social skills are being employed. Group processing involves both taskwork and teamwork, with an eye to improving it on the next project.
4.2.1.2 Example of Cooperative Techniques
1. STAD (Student Achievement Division)
Steps in STAD:-
1) Teacher are convey the lessons
2) Students work in groups to learn the material given in class
3) Students take the quiz individually
4) Group received recognition by individual score in quiz.

5. Example : Quadratic Equation Form 4
Step 1 :
 Teacher shows a few examples form of quadratic equations and calculations.
 Teacher demonstrate a simple method of calculation to be completed.
 Teachers are giving a few questions that students must be solved in group.
Step 2 :
 Students answered a few questions in group.
 Students shared the calculation with others friend in group.
Step 3 :
 Students take a quiz that given by teacher based on the topics are taught individually.
Step 4 :
 Teacher gave recognition to group with the highest score on a individual quiz.

6. 4.2.2 Problem Base Learning
MacDonald and Isaac (2001) explained that the characteristic that distinguishes Problem Based Learning (PBL) from other learning methods is the problem comes before the knowledge needed to solve or resolve it. In PBL, the problem steers the learning and is posed so that the students discover that they need to learn some new knowledge before they can solve the problem (Woods, 1995). Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of problem solving. Students learn both thinking strategies and domain knowledge. PBL is also depicted as a curriculum development and instructional system that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem solvers confronted with non routine problems that reflects the real world.
Example :-
1) In Set chapter, teacher give a situation to student to solve it by using Venn Diagram method so they can divide and analyzed the quantity of person or thing that involve in the situation.
2) In Statistic chapter, teacher also can used PBL method to student to solve mathematical problems. After the student read or observed the situation they will draw graph to analyzed the problem and solve it.

7. 4.2.3 Learning Through Case Studies
Case studies are a form of problem-based learning, where you present a situation that needs a resolution.. Case study approach is one way in which such active learning strategies. Students can learn more effectively when actively involved in the learning process, (Bonwell and Eison, 1991; Sivan et al, 2001). Case studies as complex examples which give an insight into the context of a problem as well as illustrating the main point, (Fry et al (1999)). In learning through case studies, the learner is given details about the situation, often in a historical context. The key players are introduced. Objectives and challenges are outlined. This is followed by specific examples and data, which the learner then uses to analyze the situation, determine what happened, and make recommendations.
4.2.3.1 Why Use Case Studies in Teaching?
Case studies are a great way to improve a learning experience, because they get the learner involved, and encourage immediate use of newly acquired skills. They differ from lectures or assigned readings, because they require participation and deliberate application of a broad range of skills. With a case study,
 Allow the application of theoretical concepts to be demonstrated, thus bridging the gap between theory and practice.
 Encourage active learning.
 Provide an opportunity for the development of key skills such as communication, group working and problem solving.
 Increase the students' enjoyment of the topic and hence their desire to learn

8. Example : Statistic Form 4
1) Teacher will divide the students into groups, then give each group a topic with specific objectives based on the problem.
2) Each group will examine and record their observations on a chart based on the topic they are given (Collect Data)
3) Each group will make a complete analysis of the data
4) Each group will come with their own conclusions and validate their findings.
5) Finally, each group will present their finding report
4.3 Conclusion
From teaching approaches that we have found and learn, we find that there is multiple method to teach in schools to make students understand what we try to teach them. If students show doubt, the teacher will explain step lessons again to ensure that students have mastered the skills. In the end of any lecture, teacher should conclude what they have learn today and give some homework to practice their skill in answering questions. A good teacher needs as well good strategies of handling and presenting the lessons. There are various approaches that can guide effective teaching-learning process. Each requires teachers to perform the tasks expected of him. Recognizing the importance of these approaches surely put teacher to better planning, implementing and evaluating his instruction.

9. 4.4 Reference
 Jack C. Richards, Theodore S.Rodgers (2007). Appoaches and Methods in Language Teaching (Second Edition). United States of America : Cambridge University Press
 Libby Goodman (1990). Time and Learning in the Special Education Classroom (First Edition). United States of America : Library of Congress Cataloging-in-Publication Data
 Mac Donald, D & Isaacs, G. (2001) Developing a professional identity through problem- based learning. Teaching Education, 12, 315-333.
 University of Southern California. (2014, Nov 26). Teaching Approach. Retrieved From the teach.com website: http://teach.com/what/teachers-teach/teaching-methods