This document provides an accomplishment report on mathematics teaching from Calapan Elementary School in Tarlac Province, Philippines for the 2013-2014 school year. It summarizes the activities undertaken by mathematics teachers such as preparing quarterly tests, conducting reviews, and participating in math competitions. It provides the achievement rates and test results for each grade level on the national and quarterly assessments. Issues encountered and recommendations for addressing them are also discussed. Pictorial examples of teaching tools used are listed at the end.
Running Head LEADERSHIP AND COLLABORATION IN TEACHING .docxwlynn1
Running Head: LEADERSHIP AND COLLABORATION IN TEACHING 1
LEADERSHIP AND COLLABORATION IN TEACHING
Name
Institutional affiliation
Date
LEADERSHIP AND COLLABORATION IN TEACHING 2
Students with disabilities need special attention when it comes to learning. Inclusive
learning has been adopted by many teachers across the world. This is where they would prefer
students with disabilities to learn in general classrooms alongside with non-disabled students.
Special education teachers should serve as leaders who assists general education teachers in
learning the needs of the students with disabilities. (Mulholland & O'Connor 2016). And how they
are supposed to be treated in order to have a good understanding of subjects as mathematics.
The teachers have an opportunity to demonstrate collaborative leadership and make sure
that students are satisfied from their mode of teaching. Team teaching is important in inclusive
learning. It helps special needs children have social interactions with their peers hence gaining
positivity. There have been collaboration models that teachers are using in order to be successful
in their activities and satisfying the needs of the students.
The learning center collaboration model is important as different teachers gather in a room
where students are arranged into groups. Special needs students help in giving instructions to other
teachers on how to handle the mild disabled students. The other model is the alternative
collaboration setting where special education teachers may work with paraeducators and ensure
that the student programs are followed. (De Melendez & Beck 2018). Students are divided into
small groups hence getting a chance with their instructors one on one. Inclusive learning will give
a chance to the mild disabled students to learn how to solve mathematical problems easily. This is
because they are interacting with other students under good guidance from different teachers and
paraeducators.
Teachers should adopt ways to come up with a safe and inclusive environment to students
with disabilities. They should encourage all students to be one’s keeper even outside classrooms.
This way, students who are fast learners will help students with mild disabilities to solve
LEADERSHIP AND COLLABORATION IN TEACHING 3
mathematical problems. Second, they should encourage students based on life experiences. Show
them that anything is achievable when it comes to the real world. (Ismail & Muhammad 2018). By
doing this, teachers will help in creating an environment which is culturally responsive with good
social interactions and better learning activities.
Team teaching may .
This study was done to analyze the effect of Polyatype problem solving learning oriented toward realistic mathematics on the ability to solve mathematical word problems. This study belongs to an experimental research with the Posttest Only Control Group Design. The population used in this study was the students of grade 4 at Gugus VIII SukawatiGianyarelementary schools with the total number of 138. The sample was selected through random sampling. The result of selection by lottery assigned Grade 4 students of SDN 4 SingapaduKaler to the control class and Grade 4 students of SDN 1 SingapaduKaler to the experiment class. The data were collected through an essay test that had been validated. The data that had been collected were analyzed through a difference test (t-test). Based on the result of data analysis it can be concluded that the use of Polya type problem solving teaching model oriented toward realistic mathematics gave a positive effect to the ability to solve word problems among the Grade 4 students in Gugus VIII Sukawati Gianyar.
Analysis of Students in Difficulty Solve Problems TwoDimentional Figure Quadr...IOSRJM
This research is a descriptive study that aims to determine the difficulty of concepts, principles difficulty and skill difficulties experienced by students of SMPN 8 Makassar to solve problems, specifically about waking flat rectangle. The subject of this research was the seventh grade students of SMPN 8 Makassar in the academic year 2015/2016 consisting of 5 classes of 200 students, while research subjects were students of class VII SMPN 8 Makassar as many as 35 students. The data collection is done by providing an instrument in the form of a test which consists of 5 items essay in the classroom in order to obtain a score of each kind of level of difficulty with descriptive analysis. The results were obtained percentage score of the degree of difficulty concept was 71.43% categorized as moderate difficulty level, the difficulty level of the principles is 25.71% categorized as very low level of difficulty, the difficulty level of skill 20% categorized the degree of difficulty is very low.
EFFECTIVENESS OF SINGAPORE MATH STRATEGIES IN LEARNING MATHEMATICS AMONG FOUR...Thiyagu K
The Singapore math method is child-focused, and seeks to make sure that the student gains a full and complete understanding of the fundamental mathematical concepts, rather than merely memorizes a rote collection of facts. This approach not merely enhances mathematical learning; it also offers a firm foundation from which broader mathematical principles can be extrapolated. The present study tries to find out the effectiveness of Singapore math strategies in learning mathematics among fourth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 64 Fourth standard students for the study. According to the scoring of pre-test, 32 students were chosen as control group and 32 students were chosen as experimental group. Finally the investigator concludes; (a) the experimental group student is better than control group students in their gain scores. (b) There is no significant difference between control group and experimental group students in their pre test scores and post test. (c)There is significant difference between control group and experimental group students in the scores of posttest attainment of knowledge, understanding and application objectives.
Running Head: INTERVENTION 1
INTERVENTION
Name
Institutional affiliation
Date
INTERVENTION 2
Struggling students in mathematics need some intervention strategies to help them develop
positive attitude towards math and improve their performance. Tutors however need to connect
with their students. Establishing a good relationship with your students will enable them open up
on the areas they are facing problems. (Morin & Raver 2017). I have continued to work with my
mentor teacher in creating an intervention plan for the 15 students who had struggles in solving
math problems in clinical field experience B.
We have identified different levels of intervention strategies. They will help students in
understanding the context, apply them in solving multi-step math problems. The strategies will
also guide me in content delivery. In clinical field B we had looked at two intervention strategies;
monitoring the students progress and giving feedback them feedback in order to motivate them to
continue with the spirit of working hard. (Rubie-Davies & Rosenthal 2015). I have given the
students the assignments that they are supposed to tackle so that I can observe their progress. For
this lesson I have identified other three intervention strategies that will help students in tackling
multi-step mathematical problems.
The first intervention strategy for struggling students is providing students with rich ideas
during math lesson. This will help students to fully understand the context and get knowledge on
how to handle math procedures. The second strategy is providing step by step instructions to help
the struggling students know how to tackle problems in each step. Clear instructions are important
since they make math language easier. Last, practicing basic facts. I will guide them on how to
handle arithmetic daily during their free time to get used to math problems. (Morin & Raver 2017).
This will increase their confidence and speed hence overall performance improvement. I will use
these strategies even in my future professional practice to motivate my students to getting higher
grades.
INTERVENTION 3
However, I need materials and procedures for better implementation of the intervention
strategies. I will need various mathematical textbooks in order to learn different ideas on helping
struggling students. In the second strategy of providing clear instructions to students, I will need
visual aids like projectors. This will help me in ...
Reon report on foundation of education Tarlac College of Agriculture Reon Zedval
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
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1. Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of Tarlac Province
Moncada South District
CALAPAN ELEMENTARY SCHOOL
Moncada, Tarlac
School Year 2013- 2014
Prepared by:
LORENJONE S. VALDEZ
Mathematics School Leader
Noted:
RAUL V. MENDOZA
ESHT-III
ACCOMPLISHMENT REPORT
MATHEMATICS
2. Teachers who are teaching Mathematics
Introduction
Mathematics can be a difficult subject for elementary schoolchildren to grasp. The abstract
nature of the concept often makes it challenging to explain to young learners. Teaching elementary
math is much easier with the help of a variety of teaching tools that help make mathematical concepts
more concrete and demonstrate to students how they will use math in their everyday lives
A number line is a simple, affordable and incredibly valuable mathematical teaching tool.
When students begin to learn math, they develop number sense. Number sense is the understanding of
what numbers are and how they relate to each other. A student who knows that six is a larger number
than four has a basic concept of number sense. Number lines provide students with a concrete
representation of the number system. When students first begin counting or start to learn the basic
operations of addition and subtraction, number lines can help them compare the values of numbers as
well as remember the order of the digits.
When developing early math skills, students must learn basic multiplication facts by heart.
Times tables have been a fall-back tool for years, but they remain valuable. By practicing times tables
with students, teachers can ensure that their students can quickly recall the basic multiplication facts
needed when they move on to more advanced mathematical concepts in higher grades.
Manipulatives are hands-on tools that help students figure out simple or complex math
problems. Teachers commonly use brightly colored plastic or wooden blocks as manipulatives, but
you can use any concrete object, including small plastic fruits, little pieces of candy or toothpicks.
When students first see an addition problem, the concept is foreign to them. It can be difficult for them
to visualize a situation in which a quantity is added to another quantity. Through the aid of
manipulatives, teachers can demonstrate how the concept works. If a student is trying to determine
what two plus two is, he can easily solve the problem by taking two manipulatives then taking two
more. Then all he has to do is count to determine the sum of the numbers.
Story problems allow students to see how they will use mathematical concepts in class in real
life. Learning how to add, subtract, multiply and divide is only half the battle. The skills are nearly
useless if students cannot apply them to real-life situations. By integrating story problems into daily
lessons, teachers can effectively ensure that their students understand how to use math in everyday
life. Also, story problems help students understand the relevance of math. Through story problems,
students can begin to see that the concepts they are learning are not only useful in school, but that they
have inherent value due to real-world applications.
Grade Name Position Years in Teaching
Mathematics
I Arlene A. Corpuz Teacher-I 1
II Felicidad G. Fernando Teacher- III 2
III Marilou Q. Gruspe Teacher -I 1
IV- VI Lorenjone S. Valdez Teacher- I 1
3. Activities Undertaken
Preparation of teacher made test for every Quarter
Conducted review and joined Math Quiz Bee
Conducted review and joined the MTAP Math Challenge
Conducted Comprehensive review on National Achievement Test
Constructed intervention materials and related activities in teaching Mathematics
Accomplishments
Grade NPT 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
M F T
I 17 6 23 79.62 80.32 80.48 80.91
II 11 14 25 75.54 77.20 78.95 80.20
III 22 8 30 79.62 79.51 80.79 81.37
IV 17 14 31 72.34 75.70 76.19 78.42
V 18 12 30 79.62 80.16 80.44 80.63
VI 17 13 30 72.62 75.62 77.42 80.46
Average 75.56 78.09 79.87 80.33
Test Results
Achievement Rate
Grade NPT 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
M F T
I 17 6 23 78.3 80.65 81.70 83.09
II 11 14 25 80.56 80.88 81.08 81.96
III 22 8 30 81.43 81.37 83.33 83.73
IV 17 14 31 78.42 80.13 81.80 82.80
V 18 12 30 79.45 79.53 80.08 81.10
VI 17 13 30 80.73 82.17 82.63 83.93
Average 79.82 80.82 81.89 82.76
Achievement Rate Based on 18-E
Grade I Grade II Grade III Grade IV Grade V Grade VI Gen Ave.
81.38 81.11 82.38 80.38 77.78 82.52 80.92
4. National Achievement Rate
Grade 2010- 2011 2011- 2012 2012- 2013 2013- 2014
III 47.13 85.51 90.11
VI
86.25 92.33 96.02
Problem Encountered:
How can I provide enrichment within the classroom to students who are ready to think more deeply about
content?
How can I provide Slow Learners the Appropriate Remedial Activity without compromising the quality
time of instruction for other learners?
Hoi can issues regarding lack of references be addressed.
Recommendations
Focus on presenting lessons through significant types of problem solving
Have students record their ideas, strategies, and questions. These could be a spiral notebook that the students
keep or a binder. Students could also write their responses to Writing/ Reasoning prompts.
Differentiation can happen during the main discussion by talking about the concepts at various levels and
modeling strategies for kids. Other ideas include: modifying Math Boxes, supplying games that hit more
difficult skills, and doing the Enrichment activities for each lesson."
Employ Role playing, Simulation, Pear Tutoring and Learning Barkada during activities.
Provide ample visual and teaching devices and various problem- solving that will enable to develop critical
Thinking and logical Reasoning.
Data on Non-Numerates
GRADE LEVEL 2010-2011 2011-1012 2012-2013 2013-2014
I 4 4 4 4
II 2 5 2 3
III 4 2 2 2
IV 4 3 1 1
V 2 5 1 1
VI 2 2 1 1
TOTAL 18 21 11 12
5. Teaching Mathematics is an important vehicle for educating students for life by promoting interest,
developing common sense and the power to discriminate. In particular, it is an approach which
encourages flexibility, the ability to respond to unexpected situations or situations that do not have an
immediate solution, and helps to develop perseverance in the face of failure. A problem-solving approach
can provide a vehicle for students to construct their own ideas about mathematics and to take responsibility
for their own learning. While these are all important mathematics skills, they are also important life skills
and help to expose pupils to a values education that is essential to their holistic development.
Conclusion
Pictorials
Pictures of Great Mathematician and their Contributions
Place Value Chart used in Teaching Place
Value and Values
Visual Presentation of the Different Plane
Figures