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Teaching and learning mathematics are complex tasks. Studies show that certain teaching strategies and methods are worth careful consideration as teachers strive to improve their mathematics teaching practices.
Some of the suggested practices to improve the achievement of the learners are as follows:
- The extent of the pupils’ opportunity to learn mathematics content bears directly and decisively on pupil mathematics achievement.
- Focusing instruction on the meaningful development of important mathematical ideas increases the level of pupils learning.
- Pupils can learn both concepts and skills by solving problems.
- Evidence shows that pupils can learn new skills and concepts while they are working out solutions to problems. Development of more sophisticated mathematical skills can also be approached by treating their development as a problem for pupils to solve.
- Giving pupils both an opportunity to discover and invent new knowledge and an opportunity to practice what they have learned improves pupil achievement.
- Teaching that incorporates pupils intuitive solution methods can increase student learning, especially when combined with opportunities for pupil interaction and discussion.
- Using small groups of pupils to work on activities, problems, and assignments can increase pupil mathematics achievement.
- Whole-class discussion following individual and group work improves pupil achievement.
- Teaching mathematics with a focus on number sense encourages pupils to become problem solvers in a wide variety of situations and to view mathematics as a discipline in which thinking is important.
- Long-term use of concrete materials is positively related to increase in pupils’ mathematics achievement and improved attitude towards mathematics.
- Studies suggests that teachers use manipulative materials regularly in order to give pupils hands-on experience that helps them construct useful meanings for the mathematical ideas they are learning.
Many of the practices are interrelated and most of these practices have been found to be effective, and so most teachers should be able to identify ideas they would like to try in their classroom.
The practices are not mutually exclusive; indeed they tend to be complementary. The logical consistency and variety in the suggestions from studies make them both interesting and practical.
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SARAH BERNADETTE F. SEECKTS
PABLO ROMAN ELEMENTARY SCHOOL
By: Sarah Bernadette F. Seeckts
