APPROACHES, METHODS AND TECHNIQUES

IN
TEACHING MATHEMATICS

1. Discovery Approach 6. Problem Solving Techniques

2. Inquiry Approach 7. The 5 E-Learning Cycle
3. Process Approach 8. Activity Approach
4. Cooperative Learning 9. Using Patterns
5. Project-based Learning 10. The Investigative
Approach
Teaching Approach, Strategy, Method and Technique
are interconnected concepts in education, with each playing a specific role in the teaching process.

 Teaching Approach – is a set of principles, beliefs or ideas about the nature of learning which is
translated into the classroom. It springs from a teacher’s own philosophy of education, the
nature of education, the role of the teacher and that of the student.
 Teaching Strategy – is a long term plan of action designed to achieve a particular goal. Strategy
applies to many disparate fields such as a military strategy, economic strategy, teaching strategy
and the like.
 Teaching method – is a systematic way of doing something. It implies an orderly logical
arrangement of steps. It is more procedural.
 Teaching technique – is a well defined procedure used to accomplish a specific activity or task.
It is a teacher’s particular style or trick used to accomplish an immediate objective. It includes ones ability or expertise
in carrying out a task in a cautious and “watchful” way.
DISCOVERY
APPROACH
IMPLICATION:
TOPIC: Concept of Multiplication

Introduce the Concept

Pose a Problem or Scenario
Present a problem or scenario that requires students to explore
multiplication concepts. For instance, you could use a scenario like:
"Sarah has 3 baskets, and each basket contains 4 apples. How many
apples does Sarah have in total?“

Encourage Exploration
Allow students to explore the problem individually or in small
groups. Provide them with manipulatives such as counters, cubes, or
drawings to represent the problem visually.
Ask Guiding Questions
As students work, ask guiding questions to help them make connections and
discoveries about multiplication.
For example:
•How can we represent the number of baskets and apples?
•What happens if we add more baskets or more apples to the scenario?
•Can we find a quicker way to find the total number of apples?

•Facilitate Discussion
Bring the class together for a discussion after students have had time to
explore the problem. Have students share their strategies, observations, and
solutions. Encourage them to explain their thinking to their peers.

Introduce Formal Notation

Once students have developed an understanding of multiplication through
exploration, introduce formal multiplication notation (e.g., 3 x 4 = 12). Explain how it
relates to the scenario they explored and why it works.
Practice and Application
Provide additional problems or scenarios for students to
solve using multiplication. Encourage them to apply their
understanding of multiplication to various contexts, such as
arrays, equal groups, or repeated addition.

Reflect and Review

At the end of the lesson, facilitate a reflection activity
where students think about what they learned and how they
discovered it. Review the key concepts and provide feedback
on their exploration and understanding.
 INQUIRY APPROACH
•The inquiry approach in education emphasizes the importance of
asking questions, investigating problems, and exploring topics
through active learning and critical thinking.
•It encourages students to engage in inquiry-based activities
where they take ownership of their learning process, pose
questions, and seek answers through exploration and
investigation.
•In the inquiry approach, teachers often serve as facilitators or
guides, supporting students as they navigate through the inquiry
process rather than providing direct instruction.
•Inquiry-based learning fosters curiosity, creativity, and problem-
solving skills, as students work collaboratively to explore and
make sense of concepts and phenomena.
IMPLEMENTATION:

TOPIC: FRACTION

Introduction:
Begin by introducing the concept of fractions in a concrete and relatable
way. You might use visuals such as pizza slices, chocolate bars, or fraction
manipulatives to demonstrate the idea of parts of a whole.

Pose a Question or Problem

Present a problem or question that requires students to explore fractions. For
example, you could ask: "If you have a pizza and you eat half of it, what fraction
of the pizza is left?“

Encourage Exploration: Allow students to explore the problem individually or

in small groups. Provide them with fraction manipulatives, drawings, or real-
world objects to help them visualize and understand the concept of fractions.
Ask Guiding Questions
As students work on the problem, ask guiding questions to stimulate their
thinking and deepen their understanding. For example:
1. How can we represent the pizza as a fraction?
2. What happens if we eat different amounts of the pizza?
3. Can we compare fractions to see which represents a larger or smaller portion of
the pizza?
Facilitate Discussion
Bring the class together for a discussion after students have had time to
explore the problem. Have students share their strategies, observations, and
solutions. Encourage them to explain their reasoning and listen to their peers'
perspectives.

Introduce Fraction Notation

Once students have explored fractions through hands-on activities, introduce
formal fraction notation (e.g., 1/2). Explain how it represents a part of a whole and
how it relates to the problem they explored.
Practice and Application: Provide additional problems or scenarios
for students to solve involving fractions. Encourage them to apply their
understanding of fractions to real-world contexts, such as sharing food,
measuring ingredients, or dividing objects into equal parts.

Extend the Inquiry: Encourage students to ask their own questions

about fractions and explore related concepts further. Provide
opportunities for them to conduct investigations, create their own
problems, or explore more complex fraction operations.

Reflect and Review: At the end of the lesson, facilitate a reflection

activity where students think about what they learned and how they
discovered it. Review key concepts and provide feedback on their
inquiry process and understanding of fractions.
INQUIRY AND DISCOVERY

the inquiry approach and the discovery approach share

common goals of promoting active learning and deeper
understanding, the key distinction lies in the level of
autonomy given to students in their learning process. In
inquiry-based learning, students drive the inquiry process by
asking questions and seeking answers, whereas in the
discovery approach, students make discoveries guided by
structured activities or tasks provided by the teacher.
The PROCESS APPROACH
Process approach to learning and teaching
mathematics is characterized by experiential
learning, discovering and
exploring mathematics through mathematical a
nd life challenges, and by developing reading
learning strategies as the integrating activity of
learning and teaching.
 The main idea of process approach is a concept of process.
There are different definitions of process, but it is usually used
the definition from ISO 9001 standard.

“A process – set of interrelated or interacting activities that use

inputs to deliver an intended result.” An important part of the
process is systematic steps. Steps of the process should be
repeatable. If steps are random – it is not a process.
IMPLICATION

TOPIC: WORDED PROBLEM INVOLVING ADDITION

Introduction to the Problem-Solving Process

Start by introducing the problem-solving process to students. Explain that solving
math problems involves several steps, including understanding the problem, making a
plan, carrying out the plan, and checking the solution.

Select a Problem
Choose a simple addition problem appropriate for elementary students. For
example, you could use the problem: "John has 5 apples, and his friend gives him 3
more. How many apples does John have in total?“

Understand the Problem

Guide students to read the problem carefully and identify what information is
given and what is being asked. Encourage them to restate the problem in their own
words and identify any key words or phrases that indicate addition.
Make a Plan
Help students develop a plan for solving the problem. This
might involve using a visual representation such as drawing
apples or using manipulatives to model the problem.
Encourage students to choose a strategy that makes sense to
them, such as counting on, using a number line, or using
mental math.
Carry Out the Plan
Once students have a plan, allow them to carry it out to
find the solution to the problem. Encourage them to show their
work and explain their thinking as they solve the problem.
Check the Solution
After finding the solution, encourage students to check
their work to ensure that it makes sense. They can do this by
using a different strategy to solve the problem, by estimating
the answer, or by checking their calculations for errors.
Reflect on the Process
Facilitate a discussion with the class about the problem-solving
process they used. Ask students to share their strategies, what worked
well for them, and any challenges they encountered. Emphasize the
importance of persevering through challenges and trying different
approaches.
Apply to Different Problems
Provide additional addition problems for students to solve using
the same problem-solving process. Encourage them to apply the
strategies they've learned to solve a variety of problems with different
contexts and numbers.
Review and Reinforce
Regularly review the problem-solving process with students and
provide opportunities for them to practice using it with new problems.
Encourage students to become confident problem solvers by
emphasizing the importance of the process rather than just getting the
correct answer.
The COOPERATIVE LEARNING

Cooperative learning is an educational format

that is useful in many strategies in teaching
mathematics. In this format, students work
together in small mixed ability groups to achieve
a particular goal or to complete an academic
task.
It fosters social skills, positive peer relationships and a
high level of self-esteem, thus reducing competition
and increasing cooperation among students.
Cooperative learning is an educational format that is
useful in many strategies in teaching mathematics.

The core element of cooperative learning is to

showcase the positive effects of interdependence
while underlining the importance of personal
responsibility.
This strategy serves the following purposes:

1.to increase achievement through group collaboration that

enables students to learn from each other;

2. to provide an alternative to the competitive structure of

most classrooms today that discourages poorer students; and,

3. to improve human relations in the classroom by promoting

interdependent activities that teach collaborative skills (Wilen,
et al , 2000)
Cooperative Learning is appropriate to use when:

1.the task demands collaborative effort;

2.the open-ended problem-solving activity calls
for clarification and a range of strategies for the
solution; and,
3.the resources/sources are limited.
Five common formats used for cooperative learning are the following (Wilen, et al,
2000):

1. Student Teams-Achievement Division (STAD) – Teacher presents content or skill.

Students complete common tasks in groups and then are tested individually.
Individual student’s improvements in performance are calculated to get team
score.

2. Think-Pair-Share – Students first try to work-out the task by themselves. Then they
form pairs and interacts and discuss their thoughts with each other. Finally they
share their understandings with the class.

3. Jigsaw – Students are assigned to teams. The academic material is divided into
several sections. The members of different teams who have studied the same
sections meet in “expert groups” to discuss their sections. Then the students
return to their teams and take turns teaching their teammates about their section.
4. Team Assisted Instruction – Students are assigned
materials at their own achievement level and are assisted by
their group members in learning the material. Group points
are obtained through improvement on individual tests.

5. Group Investigation – Students take responsibility for their

own learning as each group decides what to investigate,
what contribution each will make and how each will
communicate what they have learned (Lewis and Doorlag,
1991).
Team Work Structure
The following are the steps in implementing
cooperative learning (Johnson, Johnson and
Smith, 1991, in Wilen, et al 2000):
1.Planning
2.Preparing Students
3.Monitoring and Intervening
4.Evaluating and Processing
 The PROJECT-BASED
LEARNING
Project-based learning (PBL) is a great way to
help students deepen their conceptual
knowledge of key academic concepts. The PBL
process combines the application of
mathematics content with 21st century skills
such as problem-solving, communication,
collaboration, and critical thinking.
How do you know which project-based
lesson to choose? Look for these project
elements:

Career-based
Projects based on authentic scenarios in
math careers help students understand
that yes, people in the real world use these
math concepts that we are teaching them.
Offers more than one product to complete

If students are creating a rooftop garden they may

need to build the garden boxes with materials and fill
them with soil (surface area and volume) as well as
determine where to put the sprinklers so everything
gets adequate water (equations of circles and
semicircles).
 Require the application of several different
math standards.
For example, in a problem of creating a design of
an aquarium, students will be using measurements
and volume for the design, expressions, and
equations for the cost, and inequalities for the range
of temperature and pH level of the water.
 Problems are open-ended.
There is not one right way to complete
the problem, nor is there one right answer.
 Based on real-world scenarios that are
relevant to the students.

They will not be going to the local store to buy 40

watermelons – but they might be ordering them to be
delivered if they are running a restaurant or catering a
party.
 Include reflection by the students and
opportunities to revise.
Many students ‘give up’ if they don’t get the
correct answer the first time. It is valuable for them
to learn that career people are making a prototype
first, then analyzing and making changes and tweaks
maybe 2, 3, or more times before the product is
considered finished.
Important elements of project-based learning:
1. Significant content
This is where you outline learning goals. Looking at
your standards and referring to them frequently is
helpful. You don’t need to stress yourself and fit every
learning standard, but enough to ensure you’re
meeting some of them.
2. A need to know
Creating a “hook” for the introduction of a project
is important to get your students interested and
engaged.

Purpose: to generate the curiosity of the classroom.

(video, a guest speaker, or a lively discussion, driving
questions should be abstract enough to get your
students wanting more.
3. Driving question

This is the question that your students will be

working towards answering with in-depth inquiry. It
should have a sense of challenge and purpose. Every
activity will work towards the answers to this
question. The question should be complex enough
that it cannot be answered with one google search.
4. Voice and choice by students
This is the fun part of the planning for
students. Ownership comes into play in this
stage of their project based learning
because they get to set their own learning
paths.
What are the benefits of project based learning?

1.Engagement: Students are more likely to be

engaged in their schooling when they feel autonomy
over their own learning. Project based learning allows
students to be drivers of their own learning.
2. Teach and assess multiple skills: Teachers have
multiple assessment opportunities to test different
skills.

3. Differentiation: Students with various learning

styles and differences are accommodated since PBL
showcases a broad range of capabilities.

4. Accountability: Students take greater

responsibility for their own learning.
IMPLICATION:

Project Title: "Design Your Dream House"

Introduction to the Project
Begin by introducing the project to the class. Explain that students
will work in small groups to design their dream house using geometric
shapes and concepts.
Project Overview
Provide an overview of the project requirements, including:
1.Design a floor plan for the house using geometric shapes (e.g.,
squares, rectangles, triangles).
2.Calculate the area and perimeter of each room in the house.
3.Determine the total cost of materials needed to build the house.
Group Formation:
Divide the class into small groups of 3-4 students. Encourage
diversity within groups to promote collaboration and different
perspectives.
Research and Planning
Allow time for students to research different types of
houses and architectural styles. Guide them in planning their
designs, considering factors such as the number of rooms,
layout, and size of the house.
Geometry Application
Have students apply geometric concepts to create their
floor plans. Encourage them to use rulers, graph paper, or
geometry software to draw their designs accurately.
Area and Perimeter Calculations
Instruct students to calculate the area and perimeter of
each room in their house. They can use formulas and
measurement tools to determine these values.
Budgeting and Cost Analysis
Have students research the cost of building materials such as
flooring, paint, and roofing materials. Based on their floor plans, instruct
them to estimate the total cost of materials needed to build their dream
house.
Presentation Preparation
Provide time for each group to prepare a presentation of their house
design. They should include their floor plans, area and perimeter
calculations, and cost analysis.
Presentation Day
Allow each group to present their house design to the class.
Encourage students to explain their design choices, discuss their
calculations, and justify their budget estimates.
Reflection and Evaluation
After all presentations are complete, facilitate a reflection session
where students discuss what they learned from the project. Encourage
them to reflect on their teamwork, problem-solving skills, and
 ACTIVITY:
Apply the approach and method
ussed, think about specific topic in M
then give appropriate activities.
The PROBLEM-BASED LEARNING
OR
The PROBLEM SOLVING
APPROACH
Problem-based learning is closely aligned with the
inquiry and discovery methods of teaching and performance
assessment.
It is centered on posing a problem and leading students
through an investigative procedure to solve it.
 The problem should be complex enough to encourage
critical thought and group effort. PBL provides students with
the opportunity to understand and resolve ill-structured
problems under the guidance, rather than the direction, of the
teacher (Feden & Vogel, 2003).
Through PBL, students learn content and skills in the
context of the types of problems encountered in the “real
world” (O Neil, 1992).
Steps:
1.Present the problem statement.
Introduce an “ill-structured” problem. Students
should not have enough prior knowledge to solve
the problem.

Example: You are interested in buying a new vehicle.

What should your annual salary be to afford the car
that you want?
2. List what is known.

Students list what they know to solve the problem.

This may include data from the situation as well as information

based on prior knowledge.

Write this information under the heading “What do we know?”

3. Develop a problem statement.

A problem statement should come from the students’

analysis of what they know.

The problem statement will probably have to be refined

as new information is discovered and brought to bear on
the situation.
4. List what is needed.

Students will list the information they need to fill in

missing gaps under the heading “What do we need
to know”.

These questions will guide searches that may take

place on-line, in the library, and in other out-of-class
searches.
5. List possible actions, hypotheses, solutions
and recommendations.

Students list actions to be taken (e.g. questioning

an expert) under the heading “What should we
do?”
Formulate and test tentative hypotheses.
6. Present and support the
solution.

As part of closure, teachers may

require students to communicate
orally and/or in writing, their findings
and recommendations.
The product should include:

• Problem statement
• Questions
• Data gathered
• Analysis of data
• Support for solutions or
recommendations based on analysis
EVALUATING THE STRATEGY

The use of PBL is successful when:

1.Students are able to solve the problem on

their own.

2.Students work together and are actively

engaged in solving the problem.
3. Students use various resources and try
out different means to solve the problem.

4. Students use mapping and other visual

organizers to organize information and
visualize relationships among variables.
The THE 5 E-LEARNING CYCLE

“The 5E Model of Instruction includes five

phases: Engage, Explore, Explain, Elaborate, and
Evaluate. It provides a carefully planned
sequence of instruction that places students at
the center of learning.
IMPLICATION:

Title: Exploring Fractions with Pizza

Grade Level: 4th Grade

Objective:
• Students will be able to identify fractions
•Students will be able to understand the concept of fractions through real-world
examples using pizza slices.
•Construct fractions through the use of worksheets.

Materials:
•Pizza slices (real or pictorial representations)
•Fraction circles or fraction strips (optional)
•Whiteboard and markers
•Worksheets for practice
Procedure:
A. Engagement:
1.Begin the lesson by showing students an image of a pizza. Ask
them:
1.How many slices are there?
2.What fraction of the pizza is each slice?
2.Encourage students to discuss with a partner or in small groups.

B. Exploration:
•Distribute pizza slices to each student or group.
•Instruct students to observe their pizza slice and write down the
fraction that represents their portion.
•Have students compare their fractions with their peers. Ask questions
like:
• Whose slice represents a smaller fraction? Whose represents a
larger fraction?
• Can you find two slices that represent the same fraction?
•Facilitate a brief discussion on the different fractions represented by
C. Explanation:
•Introduce fraction notation on the board (e.g., 1/2, 1/3, 1/4) using the
pizza slices as visual aids.
•Discuss the concept of numerator and denominator.
•Model how to compare fractions with like denominators using the pizza
slices. For example, compare 1/2 and 1/4.
•Ask guiding questions to help students understand:
• Which fraction represents a larger portion of the pizza? Why?
• How can we compare fractions with different numerators and the
same denominator?

D. Elaboration:
Provide students with worksheets containing various fractions to compare
and order.
•Encourage students to use the pizza slice representations as a visual aid.
•Circulate the classroom to provide assistance and guidance as needed.
•After completing the worksheets, students can work in pairs to check their
answers and discuss any discrepancies.
E. Evaluation:
•Review key concepts covered in the lesson.
•Ask students to share one thing they learned about
fractions using the pizza slices.
•Assess students informally through their participation in
discussions and completion of the worksheets.
The ACTIVITY APPROACH
Activity based learning focuses use of these sense organs and learning should be based on
doing some hands-on experiments and activities.

The idea of activity-based learning is rooted in the common notion that children are active
learners rather than passive recipients of information.

The aim of activity-based approach is for learners to construct process of self-learning and
problem solving and transfer of information and skills

Child-centered educational aids to foster self learning and allows a child to study according to
his/her aptitude and skill.
Activities in each milestone include games, rhymes, drawing and songs to teach a letter or a
word, or understand a concept.
(Dhand, 1995)
Need of Activity Based Approach

• Encourages independence and team learning

• Provides a wide variety of manipulative open-ended and creative activities
• Provides students experience and active participation
• Make students advance at their own rate (abilities, interest & motivations)
• Encourages self-reliance and development of initiative in an atmosphere of
trust
• Encourages children to follow many of their own interests and desires to
learn
• Problem-solving, critical and creative thinking and deep understanding are
emphasized
• Learners are encouraged to explore the new knowledge independently
Benefits ABL Approach

Teachers teaching time is judiciously distributed among children.

•Children’s participation in every step is ensured
•Evaluation is inbuilt in the system
• Children learn on their our pace.
•Provision of more time for self – directed learning
•Promoting Group, mutual and self learning
Benefits ABL Approach

• Rote learning is discouraged

•Periodical absence of child from school is properly
addressed.
•Classroom transaction is based on child’s needs and
interests.
• Freedom to child in learning
•Multigrade and multilevel in learning is effectively addressed.
•No child can move to the next higher step of learning unless
attain the previous one.
•Sense of achievement boosts child’s confidence and morale.
Benefits ABL Approach

• Attractive cards and activity create interest

•Development in creative and communicative skills.
•Feel of security as they sit in round in the groups.
• Allowed to move in the classroom
•Distance between the teacher and the child is largely
reduced
•Teacher acts as a facilitator rather than teacher.
Mathematics learning should be imparted through
activities from the very beginning of school education.
i.e., form the primary stage itself. These activities may
involve the use of concrete materials, models, charts,
patterns, pictures, posters, games, puzzles, and
experiments. The importance of using learning aids needs
to be stressed.”
(NCERT, 2000)
Using PATTERN
What is the Pattern Approach?
•Definition: The pattern approach involves
recognizing and understanding patterns within
mathematical concepts to facilitate learning and
problem-solving.
•Emphasis on observation, prediction, and
generalization.
•Examples of patterns in mathematics: number
sequences, geometric shapes, functions, etc.
Importance of the Pattern Approach:
•Enhances critical thinking skills: Encourages
students to make connections and think
logically.
•Builds a strong foundation: Helps students
grasp abstract mathematical concepts more
easily.
•Promotes problem-solving abilities: Enables
students to apply patterns to solve complex
problems efficiently.
•Fosters creativity: Allows students to explore
mathematical concepts in innovative ways
Strategies for Using the Pattern Approach:
•Observing Patterns:
• Encourage students to observe patterns in
numbers, shapes, and operations.
• Provide examples and non-examples to facilitate
understanding.
• Guide students to articulate their observations and
predictions.
•Analyzing Patterns:
• Help students analyze patterns systematically.
• Break down complex patterns into simpler
components.
• Introduce strategies such as tabulating data,
Strategies for Using the Pattern
Approach:

Generalizing Patterns:
•Assist students in making generalizations
based on observed patterns.
•Encourage students to express patterns
algebraically or through mathematical
expressions.
•Emphasize the importance of verifying
generalizations through testing.
Examples of Applying the Pattern Approach:
•Number Patterns:
• Identify and extend number sequences (e.g.,
arithmetic and geometric sequences).
• Explore patterns in multiplication tables.
• Introduce Pascal's triangle and Fibonacci
sequence.
•Geometric Patterns:
• Investigate symmetry in shapes.
• Explore tessellations and patterns in tessellating
shapes.
• Study patterns in polygons, polyhedra, and
fractals.
•Functional Patterns:
• Analyze patterns in graphs of linear, quadratic,
and exponential functions.
• Explore patterns in input-output tables.
• Investigate recursive sequences and functions.
Classroom Activities:
•Pattern Recognition Games:
• Play games that involve identifying and
extending patterns.
• Use manipulatives, such as pattern blocks
or geometric shapes, to create and analyze
patterns.
•Pattern Investigations:
• Assign investigative tasks where students explore
real-world phenomena exhibiting mathematical
patterns.
• Encourage students to present their findings and
conclusions to the class.
•Pattern-Based Problem-Solving:
• Provide problem-solving tasks that require
students to apply pattern recognition skills.
• Scaffold the tasks to accommodate varying levels
of difficulty.
INVESTIGATIVE APPROACH

used when students are challenged to

discover important mathematical or
scientific ideas, procedures, and principles
through some kind of inquiry, which can be
guided to an open-ended in structure.
 Activity:
ummarize the approaches and meth
that were introduced.