This lesson will focus on the nature of mathematics and relate it to the teaching and
learning process. It will also include conceptions and beliefs in mathematics and how it will be
enriched or assess the need for modification, if necessary.
1. Identify and discuss the nature of mathematics and its implication to Mathematics
Instruction.
2. Explain the need for a modern Mathematics Program.
✓ Have you ever thought about what makes an effective mathematics teacher? Try to
recall the teachers who influenced your life.
✓ What made them stand out?
Activity 1
Please click the link then complete the task.
https://docs.google.com/forms/d/1Xo3UoUm2Ow2VixjJvcM-kpRDxc4aZDRrjExMESsYjyM/edit
Activity 2
Upload the pdf file in the VSUEE.
NCTM (1989) defines the nature of mathematics as follows:
1. Mathematics is a study of patterns and relationships.
- Mathematical ideas are interwoven with each other.
Students must explore the recurring ideas or the patterns
and discover the relationships between and among them,
like what you did in the activity.
2. Mathematics is a way of thinking.
- The problem solving activities and various lessons in mathematics train us to think
logically, analytically, critically and systematically. In a way, mathematics provides us with
the thinking skills needed to confront everyday problems.
3. Mathematics is an art.
- Mathematics is characterized by order and internal consistency. Numerous patterns can
be found in numbers and geometric figures. Tessellations, weaving and tiling are a few
explicit examples of mathematics in art. By exploring the orderliness and consistency of
mathematics, we learn to appreciate its beauty.
4. Mathematics is a language.
- It is used to communicate complex processes and thoughts efficiently using symbols and
specific and precise terms. Mathematics has its own register, or special vocabulary, which
students have to learn to be able to communicate well about mathematics and to speak
and think like mathematicians. For instance, mathematicians would not use ‘equal’,
‘congruent’ and ‘similar’ interchangeably as these terms mean different things.
5. Mathematics is a tool.
- Many occupations require the knowledge of mathematics. Scientists, engineers,
businessmen, and many other professions use a great deal of mathematics to do their
work.
The Goals of Mathematics Education
The National Council of Teachers of Mathematics’ Standards for School
Mathematics (NCTM, 1989) identified five broad goals required to meet the students’
mathematical needs for the 21st century.
NCTM recommends that mathematics teachers enable students to:
1. Value mathematics
- Students will value mathematics if they see how it plays a role in their real lives and in
society. Thus, your task is to make mathematics learning meaningful to the students
by connecting the lesson to their real life experiences and allowing students to
experience mathematics through actual measurements and explorations.
2. Reason mathematically Mathematics trains the mind to think analytically and logically.
- As the teacher, your task is to provide activities that will provide students opportunities
to reason logically, make conjectures, gather evidence, build arguments, and arrive at
informed and sound decisions. The process of obtaining the correct answers should be
emphasized.
3. Communicate mathematics
- To be able to communicate well in mathematics, students must be familiar with the
mathematics register, or the special vocabulary of mathematics. You must be a good
model in the use of correct and precise mathematical terms and phrases. You must
also encourage students to verbalize and defend their answers.
4. Solve problems
- Problem solving is the heart of mathematics. Students must be exposed to a variety of
problems – problems that vary in context, in level of difficulty and in mathematical
methods required for their solutions. Students must learn to analyze the conditions in
a problem, to restate them, to plan strategies for solving it, to develop several solutions,
and to work collaboratively with others in search of the solution. Most of all, students
must develop the discipline and perseverance to solve a problem no matter how
complex it is.
5. Develop confidence
- Taking pride in one’s competence in mathematics is all-important. Sadly, a number of
people find it fashionable to boast of their incompetence in mathematics. To go further
in mathematics, students must develop confidence in their ability to learn and do
mathematics. Such confidence is built on success in mathematical tasks in the
classroom.
