2. MODULE OUTCOMES:
1. Describe how critical thinking skills is developed in Mathematics
Teaching.
2. Distinguish the key feature of Problem Solving and Problem-based
strategy.
3. Cite examples of:
3.1. Argumentation
3.2. Conflict
3.3. Conjecture Reasons
3.4. Patterning
4. INSTRUCTION: Tell whether you agree or
disagree to the following statements.
1. Mathematics is just all about getting the right
answer.
2. Learning Mathematics means mastering a fixed
set of basic skills.
3. Mathematics requires the memorization of a lot
of rules and formulas.
5. INSTRUCTION: Tell whether you agree or
disagree to the following statements.
4. If you are good in language, you are not
good in mathematics.
5. There is no room for opinion in
mathematics. Everything is right or wrong,
true or false.
6. INSTRUCTION: Tell whether you agree or
disagree to the following statements.
6. You have to be really good in mathematics in
order to appreciate it.
7. There is only one way to solve any problem.
8. Confidence cannot affect student’s
performance in mathematics.
7. INSTRUCTION: Tell whether you agree or
disagree to the following statements.
9. Every problem must have a predetermined
solution.
10. Mathematics is boring and nothing you can do
will make it interesting.
8. LET’S ANALYZE!
1. Consider your responses in the activity. Did you agree to
any of the statements? Justify your answer. If you disagree
to all the statements, what made you not agree with it?
2. Based on the statements on the activity, what do you
think should you emphasize?
9. General aims of Mathematics
1. Developing the ability to think critically.
2. Developing the ability of communicating
precisely in symbolic form.
3. Developing the aesthetic appreciation of the
environment.
10. Goals of Mathematics
If mathematics is not just all
about performing operations,
using of formulas, and getting
the right answers, so what
should be our goals as
mathematics teacher?
11. According to NCTM, mathematics
teachers enable students to:
1. Value Mathematics
2. Reason Mathematically
3. Communicate Mathematics
4. Solve Problems
5. Develop Confidence
12. Problem Solving
in a task for which the solution is
not known in advance.
01
Approaches/Strategies in Solving Problems
13. Problem-based Strategy
02
is a teaching strategy during
which students are trying to
solve a problem or set of
problems unfamiliar to them.
16. Developing critical thinking skills
among students of all ages has
been a vital partin education. It
helps us to make good decisions,
understand consequences of our
actions and solve problems.
17. In mathematics, critical thinking
enables student to make reasoned
decisions or judgements about
what to do and think.
18. Students who are critically thoughtful in
mathematics develop:
1. Deeper engagement
and understanding.
19. Students who are critically thoughtful in
mathematics develop:
2. Greater
Independence and
Self-Regulation
20. Students who are critically thoughtful in
mathematics develop:
3. Stronger
Competence with
Mathematical
Processes
21. If a critically thoughtful approach help
students better understand what they are
learning, it makes sense to invite students to
make reasoned decisions about virtually
every aspect of mathematics, including:
33. Argumentation
is the thought process used to
develop and present arguments.
It is closely related to critical
thinking and reasoning.
34. ● Which card does
not belong to the
group?
EXAMPLE
35. Conflict Resolution
Conflict resolution is a way for two or more parties
to find a peaceful solution to a disagreement
among them. The disagreement may be personal,
financial, political, or emotional. When a dispute
arises, often the best course of action is
negotiation to resolve the disagreement.
36. EXAMPLE
Supposed Cristen and I are neighbors, to set our boundary,
we agreed on building a shared fence. Cristen wanted it
made out of concrete and I wanted it made out of wood.
Cristen wanted somebody else to work on the fence andI
wanted to work on it myself. Cristen has no problems with
it, what-so-ever moneywise, on the other hand, I am at a
difficult spot financially and can only offer payment for the
concrete fence. How can Cristen and I meet in the middle?
38. ● Arthur is making figures for an art
project. He drew polygons and some
of their diagonals.
● From these examples, Arthur made
this conjecture:
EXAMPLE
If a convex polygon has n sides, then there are n−2 triangles formed when
diagonals are drawn from any vertex of the polygon.
Is Arthur’s conjecture, correct? Why or why not?
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