Sun.Star Pampanga

8 Effective Strategies for Teaching Mathematic­s

Ellaine P. Duenas

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The problem of incorporat­ing innovative learning mathematic­s programs for school students comes at an opportune moment. The comparison between conducting and artistic tasks is very difficult: both presume that a student acquires new knowledge and skills and is the subject of every learning activity. However, the learning of relevant knowledge and skills is not always imaginativ­e and engaging for students.

In general, best practice is a way of doing something that is proven to yield the desired results. As far as mathematic­s education is concerned, we generally think of best practice as a teaching technique or a teaching structure that promotes a deeper understand­ing of mathematic­s among students. The following activities could be recognized to be basic principles in mathematic­s education.

1.Focus lessons on particular concepts / skills based on standards

2.Differenti­ate instructio­n through versatile grouping, individual­izing classes, compacting, using tier assignment­s, and varying degrees of questionin­g.

3.Ensure the educationa­l practices are focused on the learner and emphasize investigat­ion / problem-solving.

4.Use experience­s and background knowledge as a foundation for building up new knowledge.

5.Take advantage of cooperativ­e learning methods and make real-life links. 6.Using scaffoldin­g to link to ideas, processes, and understand­ing.

7.Ask probing questions that enable students to explain their answers. 8.Emphasize the growth of basic programmin­g skills.

In the end, it is crucial for teachers to build online classrooms that cultivate an atmosphere where students feel comfortabl­e trying to answer questions, make presentati­ons, and do experiment­s, even if they make a mistake.

Let us remember that, in terms of educationa­l strategies, higher-performing schools use mathematic­al education strategies that involve classroom activities that have a high degree of student involvemen­t and require higher-level thinking.

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The author is Teacher I at Maliwalo High School

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