aims for mathematics geared towards excellence
TRANSCRIPT
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Asian Mathematics
Geared Towards Excellence
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PARTS:
I. Traditional Curriculum, Instruction and AssessmentII. Why other countries do better in Math?III.What did our country do to follow the trends/ to be
globally competitive?IV. Traditional vs. Modern Curriculum, Instruction and
AssessmentV. Teaching DemonstrationVI.How can Math gears learners towards excellence?
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TRADITIONALCURRICULUM What is taught Textbooks covered, worksheets completed Academic context Textbook as resource Individual subjects Basics emphasized for all; thinking skills emphasized for gifted.
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TRADITIONALINSTRUCTION Teacher centered Organized around time Single teaching strategy Teach once Fixed groups Whole group instruction Passive learning
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TRADITIONALASSESSMENT One opportunity After instruction Paper and pencil based Grades averaged Proving and accountability Focus and product
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PISA 2012
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FACTORS AFFECTING STUDENTS TOWARDS
EXCELLENCE
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1. Student’s Level of Readiness
Math takes place only in the classroom.
Mathematical literacy is deeply embedded in the modern day workplace and in everyday life.
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Students learn math best through teacher-directed lessons.
Students learn math best when they are active participants in the learning process.
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Assessment should consist of tests and quizzes.
Assessment should include a variety of: journals, portfolios, performance tasks, projects, quizzes, tests, observations.
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2. Teacher’s Preparation• The main reason why these countries are doing so well is
the high quality mathematical learning experiences they provide to children.
• If we want to improve how mathematics is taught, we need to improve the way teachers are trained.
• Training math teachers is a challenge because many people are “math-phobic” and often teachers don’t like to teach Math.
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EXAMPLE1.
There are 7 boys and 21 girls in a class. How many more girls than boys are there?
2.There are 21 girls in a class. There are 3 times as many girls as boys. How many boys are in the class?
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There are 7 boys and 21 girls in a class. How many more girls than boys are there?
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There are 21 girls in a class. There are 3 times as many girls as boys. How many boys are in the class?
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Meihua spent 1/3 of her money on a book. She spent 3/4 of the remainder on a
pen. If the pen cost $6 more than the book, how much
money did she spend altogether?
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One part (1/3) represents the money she spent on the book. The other two parts represent the remainder of her money.
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Three of these parts represent the money she spent on the pen.
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If all the parts the same size the problem will be easier to solve because if we can find the value of one unit,
all the others will be the same.
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(the 3 pen units - the 2 book units). The amount is equal to $6 since the pen costs $6 more than the book.
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ANSWER1 unit = $6 5 units = 5 x $6 = $30 Meihua spent $30 altogether.
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Model drawing approach is helpful for several reasons:(1) It "helps pupils visualize situations" (2) It "creates concrete pictures from abstract situations." (3) It "satisfies the pupils' learning through seeing and doing."(4) It "transforms words into recognizable pictures for young minds."
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3. Parental Support• Parents pay for tutors not for the lack of what children
learn in school but to improve children’s chances of attaining success.
• Learning should continue even outside the school.
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Did our country do something to follow the trends/ to be globally competitive?
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K-12The New
Curriculum
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AIMProduce holistically developed learners who have 21st century skills and are prepared for higher education, middle level skills development, employment, and entrepreneurship.
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CurriculumPast 21st Century
What is taught Textbooks covered,
worksheets completed
Academic context Textbook as resource Individual subjects Basics emphasized
for all; thinking skills emphasized for gifted.
What is learned Identify what students
should know and be able to do
Life context Multiple resources Integrated subjects Basics and thinking
skills emphasized for all.
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Grade 7Number SenseMeasurementAlgebra
Number Sequence and Pattern FindingAlgebraic ExpressionsLinear Equations and Inequalities in One Variable
GeometryIntroduction to Geometry
Undefined TermsAnglesAngle PairsParallelTransversal
PolygonsKinds of PolygonsTriangles (including Triangle Inequality)QuadrilateralsInterior/Exterior Angles of Convex Polygons
Probability and StatisticsIntroduction to StatisticsData RepresentationGraphical RepresentationMeasures of Central Tendency (Ungrouped Data)
Grade 8Algebra
Multiplication of PolynomialsDivision of PolynomialsSpecial ProductsFactoringApplication of Special Products and FactoringRational ExpressionsLinear Functions and InequalitiesSystems of Linear Equations and Inequalities
Probability and StatisticsMeasures of Variability (Ungrouped Data)Simple Probability
GeometryIf–Then StatementsWriting ProofsTriangle CongruencePythagorean TheoremGeometrical Constructions
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Grade 9Algebra
Quadratic Functions and EquationsRational EquationsVariationsRadicals
GeometryTriangle SimilarityAreas of Similar Plane Figure and Volumes
TrigonometryTrigonometric RatiosSine Law and Cosine LawArea of TrianglesBearing
Grade 10Algebra
Sequences and SeriesPolynomial Functions
GeometryCirclesCoordinate Geometry
Probability and StatisticsMeasures of Position (Quantiles)Fundamental Principle of CountingCombinationPermutationProbability
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InstructionPast 21st Century
Teacher centered Organized around
time Single teaching
strategy Teach once Fixed groups Whole group
instruction Passive learning
Learner centered Organized for results Multiple teaching
strategies Reteaching and
enrichment Flexible groups Differentiated
instruction Active learning
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Instructional Methods Common to Math ClassesApproaches or Activities Learning Styles Methods1. Lecture and Examples Auditory learners. Use lectures and examples to convey
complicated algorithms and procedures that require detailed explanations.
2. Questions and Answers Auditory learners. Question-and-answer sessions help students recall knowledge and apply it to new skills and concepts.
3. Demonstration Auditory and nonverbal visual learners.
Demonstrate a reflection on a coordinate plane by taking a figure and showing its reflection in a given line.
4. Presentation Auditory, verbal and nonverbal visual learners.
A PowerPoint presentation on functions is an excellent method for highlighting the properties of different types of functions.
5. Investigation Kinesthetic learners. Ask students to measure the height of classroom items rather than you giving them the measurements.
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Instructional Methods Common to Math Classes
Approaches or Activities Learning Styles Methods6. Student presentation
and explanation of their work on a traditional board or interactive whiteboard
Auditory, verbal and nonverbal visual, and kinesthetic learners, depending on the specific work.
You might ask students to write and explain the solution to a homework problem.
7. Cooperative group work Auditory, verbal and nonverbal visual, and kinesthetic learners, depending on the assignment.
Discussion during the activity benefits auditory learners. Using manipulatives, such as pattern blocks to investigate geometric shapes primarily addresses nonverbal visual and kinesthetic learning styles, whereas working on a report addresses verbal learners.
8. Reading aloud to students
Auditory learners. Reading a biographical sketch of René Descartes can provide interesting background for students learning about the coordinate plane.
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Instructional Methods Common to Math Classes
Approaches or Activities Learning Styles Methods9. Technology Auditory, verbal and
nonverbal visual, and kinesthetic learners, depending on the activity.
A PowerPoint presentation on functions is an excellent method for highlighting the properties of different types of functions.
10. Visual aids Auditory and nonverbal visual learners.
Showing students a picture of Pascal’s Triangle to illustrate its properties addresses nonverbal visual learners. Use the picture to explain or ask students to explain the properties of the triangle.
11. Graphic organizers Verbal and nonverbal visual learners.
Composed of diagrams and words, graphic organizers help student organize, process, and retain information. Students can complete a graphic organizers to classify quadrilaterals.
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Instructional Methods Common to Math Classes
Approaches or Activities Learning Styles Methods12. Reviews Auditory, verbal and
nonverbal visual learners.
Review related discussions. Use tables to detail information.
13. Guest speakers Auditory learners. Talk about specific topics in their area of expertise and promote discussion.
14. Field trips Auditory, verbal and nonverbal visual learners, and kinesthetic learners.
Depending on the destination and activities of a field trip, all learners can benefit.
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EXAMPLETEACHING ADDITION OF INTEGERS
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AssessmentPast 21st Century
One opportunity After instruction Paper and pencil
based Grades averaged Proving and
accountability Focus and product
Multiple opportunities Integrated with instruction Performance based Grades on final
performance Diagnose and prescribe Focus and product and
performance
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Four levels of Assessment
PRODUCT/PERFORMANCE
UNDERSTANDING
PROCESS
KNOWLEDGE
25%
15%
30%
30%
100%
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Four levels of Assessment
PRODUCT/PERFORMANCE
UNDERSTANDING
PROCESS
KNOWLEDGEThe substantive content of the curriculum
skills or cognitive operations that the students performs on facts and information
enduring big ideas, principles and generalizations inherent to the discipline
real life application of understanding
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DIRECT VARIATIO
N
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What to Know?
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What to Process?
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What to Understand?
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What to Transfer?
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RUBRICS
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What Math Brought to our World
?
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THE END
Thank You! -CJMF-