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SPECIAL METHODS IN TEACHING & LEARNING MATHEMATICS.

Topic 1: Introduction to Maths

• That science, or class of sciences, which treats of the exact relations existing
between quantities or magnitudes, and of the methods by which, in accordance with
these relations, quantities sought are deducible from other quantities known or
Definition of mathematics supposed; the science of spatial and quantitative relations

ROLE OF MATHEMATICS

• modeling and simulation;

• mathematical formulation of problems;
• algorithm and software development;
• problem-solving;
• statistical analysis;
• verifying correctness;
• Analysis of accuracy and reliability

Topic 2 : introduction to Mathematics

General Principles of teaching Mathematics

• Easy to difficult
• Concrete to abstract
• General to specific
• Specific to general

Principles Explanation Example

Easy to difficult • Maths should be taught from easy to • Basically, we learn about number
difficult concepts. first than operation. If we don’t
• From lower level to higher level of know about numbers then how to
difficulties operate?

Concrete to abstract • In the concrete stage, the teacher
begins instruction by modeling each
mathematical concept with
concrete materials
• Abstract stage, the teacher models
the mathematics concept at a
symbolic level,
• (e.g., red and yellow chips, cubes,
base-ten blocks, pattern blocks,
fraction bars, and geometric
figures).
• The teacher uses using only
numbers, notation, and
mathematical symbols to represent
the number of circles or groups of
circles, operation symbols (+, –, ) to
indicate addition, multiplication, or
division.

General to specific • Teach maths from general topic and
narrow down to specific concept.
• Usually, the introduction of the
topic tells the general concept of
the topic, then it tells specific
items of the topic
• First we learn about general things
about money then we learn about
the monetary skills, value, the
operation involve money and etc

Specific to general • Learn maths form specific to • We learn about the monetary skills
general concept. first then discusses about
• Focuses on the sub-topic first then issues/experience involving money.
to the main topic
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Teaching Concept of mathematics

• In order for students to develop their innate number sense, and a working knowledge of the above concepts, they must have
:
○ a great variety of interactions with their environment,
○ exploring and manipulating, comparing, arranging and rearranging real objects and sets of objects.

Many of these types of interactions and experiences occur incidentally for sighted children, but the blind child is at great risk for
missing valuable and relevant incidental information. So, teachers & parents should provide both structured and informal
opportunities to handle and explore, note likenesses and differences, match, group and classify, order, and experience other
relationships with real objects to prepare them for understanding the same relationships with numbers

Concept of Mathematics

1. Classification
2. Sequence
3. One-one correspondence
4. Conservation

Concept Explanation Example Activities

• Involves (Example) classified • Give children numerous opportunities to use

discrimination, according to : everyday items for matching and categorizing:
Classification matching, and eating utensils, grooming tools, foods, and
grouping or * Shape (square, toys for function; shoes and shoelaces for
categorizing according circle, triangle, matching by size or length.
to attributes and rectangle) • Children can explore shapes and size by
attribute values. * Size (large, small, building with Legos and Unifix blocks;
• Begin working on big, little) • Ask the studnts to help in sorting different
simple discrimination * Weight (heavy, sizes of books, different colour paper or
and matching with light) different shapes of legos.
objects that are * Length (short, long)
familiar to the child * Width (wide,
and that occur narrow,
naturally in his or her thick, thin)
world (e.g., shoes, * Height (tall, short)
toothbrush, squeeze
toys, blocks, etc.),

Sequence / It is ordering objects, then
quantities, and eventually
Ordering numbers, according to
specific given criteria.
• ordering from • working in this area with real objects on the
largest to smallest basis of quality (e.g., ordering family
members' shoes or belts according to
attributes such as length).
• Having family members or class members line
up according to height can also help to
facilitate understanding of sequence
• To practice positional ordering, have a student
line up the rest of the children in a group, and
then identify each as first, second, third, . . .
last.
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One-to-one • Understanding • They can place one • Have the child compare/match/sort groups of
correspondence relationship sock inside one objects into sets; then have him or her
shoe or one shoe on identify the number of items in each set,
one foot; • Expressing them by name and by some pattern
• they can get one (e.g., clapping or ringing a bell the same
napkin or snack for number of times as the number in the set).
each member of
the family or class;
• They can place
pieces in one-piece
puzzles.

conservation • Knowing that a given • The value of RM1 is • give them a ball of clay and let them divide it
amount remains the same as 2 coins on into smaller amounts as they wish, and then
same though its 50 cents. combine the smaller shapes to demonstrate
appearance may the constancy of amount
change.

Topic 3 : Causes of failure & Problems of learning Mathematics

Mathematics disabilities are:

• the child is having persistent difficulty learning mathematics

• tends to perform poorly on classroom math assessments compared to the rest of the class.
• For example, the child may have trouble remembering what the teacher has taught
• she may have difficulty using effective strategies to solve math problems.

Causes of failure Explanation example Intervention

Cognitive • Level of cognitive ability Slow-learner Teacher has to explain briefly,

(maybe it slow & very weak) clear & easy to understand.
• Brain injury/ disabilities

Cerebral-palsy

Emotional • Students readiness / Bad health condition. So, no

emotional and health mood to study.
condition

Physical • Depends on their Physical Blind, deaf or psychomotor Blind-use Braille

abilities problems.
Deaf-use sign language

Problems in learning maths among LD students

Problems Explanation Example Intervention

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Visual/ auditory Perception = pengamatan Blinds- hard to learn by visual Student needs a lot of practices
about size, distance and space.
perception To use eyesight & hearing to learn Deaf – hard to learn by audio

Memory Ability to keep & store knowledge Students with difficulties to Ask student to write a note about
or anything remember information & the important topics.
concept

Language Difficulties in understanding Maths concept : first, last, Teacher uses simple & direct
language & maths concept. then, more than, less than & language so that student easy to
etc. understand.

Abstract thinking Ii is hard for LD students to think To imagine something/ Use concrete materials to teach
abstractly. concept. them before ask them to relate to
(penaakulan) abstract concept

Metacognitive Readiness of their cognitive to Some kids- 5years old already

study can count

Some kids- 7years old still

cannot count

Social Exposure from family & friends. Family taught them how to Teach them maths by social skills.
count stairs, money and let
Through TV, daily life activites & them go to the market.
etc

Reading Abilities to read How to solve problem if they Teach them thru symbols or
cannot read? concrete materials.

Nadiah binti Abu Bakar

Topic 4 : Problem of Learning Mathematics.

Styles of learning Mathematics

• Stages of cognitive developmental

• Methods of understanding
• Information processes

Topic 5 : Strategies in teaching Mathematics

Teaching Explanation
strategies

Exploration • Obtaining knowledge for oneself.

• pushing students to try out their hypotheses, methods, and strategies with processes similar to
those that experts use to solve problems
• Through exploration, learners are encouraged to carry out expert problem-solving processes on their
own.
• Learners become independent of the teacher and begin to apply what experts do regarding forming
and testing hypotheses, formulating rules, and gathering information
• students are forced to make discoveries on their own

Polya model 4 principles :

1. Understand the problem
• What are you asked to find out or show?
• Can you draw a picture or diagram to help you understand the problem?
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• Can you restate the problem in your own words?

• Can you work out some numerical examples that would help make the problem more clear?
2. Devise a plan
• A partial list of Problem Solving Strategies include:
• Guess and check Solve a simpler problem
• Make an organized list Experiment
• Draw a picture or diagram Act it out
• Look for a pattern Work backwards
• Make a table Use deduction
• Use a variable Change your point of view

3. Carry out the plan

• Carrying out the plan is usually easier than devising the plan
• Be patient – most problems are not solved quickly nor on the first attempt
• If a plan does not work immediately, be persistent
• Do not let yourself get discouraged
• If one strategy isn’t working, try a different one
4. Look back (reflect)
• Does your answer make sense? Did you answer all of the questions?
• What did you learn by doing this?
• Could you have done this problem another way – maybe even an easier way?

Newman Model

Mastery • Teaching students by stages

learning • From lower and easy stage to higher and difficult stage
• Student need to master each stage to continue to next stage.
• Teacher gives remedial activities to weak students and enrichment activities to the fast learners.

Direct learning

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Topic 7 : component of teaching mathematics

• Maths content
• Maths acquisition
• Evaluation
• Mastery learning
• Problem solving
• Generalization/ conclusion
• Promoting positive attitude towards maths.

Topic 8 & 9: Assessment of Mathematical Skills

Types of assessment Explanation

Formal • Norm-referenced tests have standardized, formal procedures for administering,

• Norm references timing and scoring. They have been "normed" or administered to a
test representative sample of similar age or grade level students so that final test
• Criteria references results can be compared to students of similar characteristics.
test • Criterion-referenced tests (CRT) measure what the person is able to do and
indicate what skills have been mastered. CRT compare a person's performance
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with his or her own past performance

Informal • Observe while a child is playing usually in his/her natural environment. The
• Observation observer is able to see the interactions between the child and peers as well as
• Check list & rating noting speech and language, and motor abilities.
scales
• interviews

Topic 10 & 11 : Teaching Aids for Mathematics

Teaching aids Explanation

The importance • It helps teacher to deliver the lesson in class.

• It helps students to understand more about the lesson.
• It makes lesson be more interesting.
• Encourage and motivated students to be more focus in the lesson
• It helps students to get engage more actively in class
• Could use for classroom activities.
• Easy way to introduce visualize concept
• Help students to relate real world situation to mathematics symbolism

Types • Concrete
• Abstract
• Portable
• Visual
• Audio

Characteristics • Attractive
• Colourful
• Not dangerous
• Effective
• Long-lasting
• Clear
• Suitable for any kind of students
• Suitable for the subject
• easy to handle

Categories • Commercial material – beli

• Recycle material – buat sendiri guna bhn terbuang
• Teacher’s made-material

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Topic 12 & 13 : FUNCTIONAL MATHEMATICS FOR LD STUDENTS.

FUNCTION EXPLANATION EXAMPLE

Communication Use mathematics to communicate in daily life Go to the market & buy things

Self awareness Be able to know about basic info about their own I/c no, house number, family’s phone
self number
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Social Get connected with other people using mathematics Change hp number between friends,
social interaction in the market/ school

Use of public facilities Be able to use public facilities without any help To use public phone, how to pay LRT
ticket.

Wealth & health Be able to learn the monetary skills & their own Use money, know body’s temperature,
health blood pressure, buy & eat medication

Self direction Know the orientation and direction Left, right, straight

Recreation Be able to know what is the best time & place to go

recreation

Career Be able to get job and have their own life Work at the bank, cashier, sales
promoter or etc.

Topic 14 & 15 : Mathematics Syllabus Study

OBJECTIVES OF MATHEMATICS CURRICULUM

Enable students to:

• Understand the concepts of number
• Acquire and apply addition, subtraction, multiplication and division skills.
• Recognize basic shapes in the surrounding area and their characteristic
• Acquire problem solving which involve mathematical operations
• Use mathematical knowledge and skills to manage every life effectively and responsibly
• Acquire measuring skills and use basic mathematical instruments
• Acquire monetary skills in real life
• Understand the concept of time.
Nadiah binti Abu Bakar