The document outlines effective approaches to teaching mathematics, emphasizing problem-solving, the use of a child's first language for instruction, and the importance of mathematical vocabulary. It highlights the need for mental exercises for speed and accuracy, differentiation in teaching to meet individual needs, and the use of various teaching materials. Additionally, it advocates for integrating mathematics across the curriculum to demonstrate its relevance in students' lives.

1. APPROACHES TO TEACHING
AND LEARNING MATHEMATICS
Prepared by:
APOLINARIA DAQUIOAG- ANDRES, PhD

2. 1. Problem Solving Approach
• Mathematics is best taught by helping children
to solve problems drawn from their own
experiences.
• Good problem solving techniques are
characterized by the systematic collection of
data or evidence, experimentation, creativity,
reflection on and critical evaluation of the
process that has been followed.

3. Problem Solving Strategies
• Guessing and checking
• Drawing a diagram
• Making lists
• Looking for patterns
• Classifying
• Substituting
• Re- arranging
• Putting observations into words
• Making Predictions
• Developing simple proofs

4. Problem Solving Approach
• Learning to communicate about mathematics
and through mathematics is part of learning to
become a mathematical problem solver and
learning to think mathematically.
• Critical reflection may be developed by
encouraging children to share ideas, to use
their own words to explain their ideas and to
record their thinking in a variety of ways, such
as words, symbols, diagrams and models.

5. 2. The Medium of Instruction
• The first language of learners is used as an
official language to teach math in the primary
grades.
• There are no readily available words for
several mathematical terms and symbols.
• Teachers should ensure they use language that
will facilitate the development and acquisition
of mathematical concepts.

6. 3. Mathematical Vocabulary
• Possible reasons for failure in understanding
mathematics include:
-do not understand the spoken or written words (e. g.
draw a line, circle one of these numbers)
- not familiar with the mathematical vocabulary (e. g.
difference, sum, product, one- third, estimate)
- Confused about mathematical terms which have
different meanings (e.g. table, volume, odd)
- confused about other words (e.g. sides & size, collect
& correct, width and with)

7. 4. Mental Exercises
• The aim should be to develop speed and
accuracy in applying the four basic operations,
to ensure a mastery of the requisite tables and
to prepare the class for the day’s main lesson
in mathematics.

8. 5. Catering to Individual Needs
(Differentiation)
• Children need to have the opportunity to
experience a range of mathematics, which is
appropriate to their level of development,
interests, and capabilities.
• It is important that learners are given
opportunities to relate their new learning to
knowledge and skills, which they have
developed in the past.

9. 6. Use of Teaching- Learning Materials
• Concrete materials or manipulatives
• Textbooks
• ICT

10. 7. Mathematics Across the Curriculum
• Children appreciate mathematics if they see
its importance in their lives.
• Integrative