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APPROACHESAND
TECHNIQUES
INTHE TEACHING OFMATHEMATICS
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INTRODUCTION
Many people think that teaching is simple
and claim that they can and know how
to teach.
Teaching mathematics is not just about
knowing how to teach alone, rather, it is
about knowing how to teach effectively
and efficiently to ensure meaningfullearning and the desired results!
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To what extent do you think you
would be responsible for the
unsatisfactory grade?
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As a competent teacher,
you have to be sensitive to suchfeelings that may be harboured in
your students minds.
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TEACHING STRATEGIES
Teacher-centred
also known as explicit learning. involves the teacher to present
learning materials in small andsystematic steps
consists of teaching in incremental stepsThe teachers role is to :
- present materials,
- guide students through initialpractice sessions, and
- provide students with frequentand high levels of practice.
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Student-centred
encourages greater student
participation in the classroom. The teacher delegates responsibility
to the students.
superior in developing studentabilities in applying concepts
developing positive attitudes,fostering motivation,
developing personal growth
encouraging group social skills.
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COMPARISONSBETWEEN STUDENT-CENTREDAND TEACHER-
CENTRED STRATEGIES
Student centred
Much student participation
Student-to-studentinteraction
Teacher acceptance anduse of student ideas
Student decides how toproceed with learning task
Discussion of personalexperiences isencouraged
Teacher centred
Much teacher participation
Interaction is teacher-to-student
Teacher may criticise,correct, or reject studentideas
Teacher makes decisionsand decides learningactivities
Discussion is focused oncourse content
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Tests and grades are notthe major product oflearning
Students share a role andresponsibility in evaluation
Teacher emphasisesattitude changes
Students are involved insetting class goals
Attempts are made toestablish classcohesiveness
Teaching techniques:discussion, induction,inquiry
Tests and grades aretraditionally used as themajor products oflearning
Teacher is solelyresponsible forevaluation
Emphasis is on
intellectual changes Goals are determined by
the teacher. No attempts to establish
class cohesiveness
Teaching techniques:lecture, deductive,student recitation
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Resource/Media-based
encompasses the use of a wide range of resources such
as books, study guides, textbook guide, workbooks,video.
computer-based learning packages, CD-ROM,multimedia computer, interactive video discs, materialsfrom the internet, teleconferencing and video-
conferencing. Resource based learning is useful :
- to cope with the diversity of student needs.
- provides students to discover their own
interests,- learn at their own pace,
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TEACHINGANDLEARNING
STRATEGIESCLASSIFICATION
Teacher-centred
Methods and
Techniques
Explanation
DemonstrationLecture
Group teaching
Whole class
teaching
Student-centred
METHODS ANDTECHNIQUES
Project
Inquiry- discovery
Discussion
Questioning
Problem Solving
Simulation
Role-play
Brainstorming
Group work
Experiential Learning
Media-centred
METHODS
AND TECHNIQUES
Audio -Visual
Computer
Written materialsModules
Textbooks,
guidebooks
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Inductive
teacher provides examples which have the same
concept rule in common.
teacher attempts to elicit critical attributesandnon-critical attributes,
students should begin to understand thecommon concept found in all of the examples.
The teacher shows examples and non-examples
of the same concept to students.
students categorise the examples or non-examples and come with a generalisation
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Deductive
teacher starts with the concept rule, or a generalstatement
provides examples , proof of the concept rule and
attempts to elicit essential and non-essentialcharacteristics of the concept
More examples and non-examples of the same
concept are discussed with the students.
Students categorise the examples or non-examples