Perspective! TEACHING MATH USING BIG IDEAS

JOANA MARIE P. ZABAT

Finding the best pedagogical practices was one of the ultimate goals of the teachers to eradicate low performing achievers, and uplift students into higher and more advanced understanding of the wide concepts in Mathematics. Learners think that Mathematics was oppressive to the human’s mind, speculative and suggestive of toughness. They developed despairs to the more intense feelings toward learning the said subject, due to numerous condemn factors. Teachers’ incomplete explanation and ambiguous presentation or instruction can be an attribute for oppressive yielding of information and will relatively results to long-standing habit.

The instruction needs to be in two-way communication process to negate despair and anxiety when facing Math broad topics, hence students need to touch and feel mathematics on the same way to uphold continuous learning and deeper understanding. The struggle they are battling for, is to decelerate and omit their freedom to choose from an array of possible understandings that were suitable to their capabilities.

Students’ thinking depended only on the knowledge they already have, how to process presentation of data, how to solve a problem solving, following solutions, draw generalization, and how to formulate problems threaten menace to learners.

Teachers must be competent enough to use all this knowledge from previous acquisition of learning/knowledge, skills, and attitudes of their students. The aim was to build connections of truth, information, and logical principles and as to bridge the gaps that hinder the grasp pursuit of knowledge. A thorough knowledge can be a basis or foundation to elicit higher order thinking skills and to remarkably master and retain learning for a lifetime.

Mastering mathematical skills need exclusive techniques, continuous practice, powerful patience, competent teachers, motivational force in the classroom, eternal and ever supporting human desire and reinforcement for mastery and alliance.

The purpose of Mathematics education was to build big ideas and strong cognitive acquisition which can be derived from constant repetition and practice combined with frequently constituted knowledge from previous teaching. Teachers have the challenge in awaking students’ interest in mathematics, build it and continuously forge it. Teachers must encourage learners to substantially learn and love Mathematics, to be not labelled intellectually disabled but rather a confident skilled student in the society; without being dependent in Mathematics experts. Teachers who executed the presentation or procedures chronologically complete, allows the learners to become logical thinker, problem solver and a model of the pedagogical endeavor. Teachers can gradually build big ideas when they expose the learners to the ways of doing, rather than teaching them stuff to comprehend.

-oOoThe

III at Bongabon National High School