EED 005

Teaching
Mathematics
in the
primary
grades
✣ Mathematics is one subject that pervades life at any age and in any
circumstance. Thus, its value goes beyond the classroom and the school.
✣ Mathematics as a school subject, therefore, must be learned comprehensively
and with much depth.
✣ The twin goals of mathematics in the basic education levels, K-10, are Critical
Thinking and Problem Solving. Critical thinking, according to Scriven and
Paul (1987) is the intellectually disciplined process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience,
reflection, reasoning, or communication, as a guide to belief and action.
✣ On the other hand, according to Polya (1945 & 1962), mathematical problem
solving is finding a way around a difficulty, around an obstacle, and finding a
solution to a problem that is unknown.
2
✣ These two goals are to be achieved with an organized and rigorous curriculum content, a
well-defined set of high-level skills and processes, desirable values and attitudes, and
appropriate tools, taking into account the different contexts of Filipino learners.
✣ There are five content areas in the curriculum, as adopted from the framework prepared
by MATHTED & SEI (2010): Numbers and Number Sense, Measurement, Geometry,
Patterns and Algebra, and Probability and Statistics.
✣ The specific skills and processes to be developed are: knowing and understanding;
estimating, computing and solving; visualizing and modelling; representing and
communicating; conjecturing, reasoning, proving and decision-making; and applying and
connecting.
✣ The following values and attitudes are to be honed as well: accuracy, creativity, objectivity,
perseverance, and productivity
✣ We recognize that the use of appropriate tools is necessary in teaching mathematics. These
include: manipulative objects, measuring devices, calculators and computers, smart
phones and tablet PCs, and the Internet.

3
✣ We define context as a locale, situation, or set of conditions of Filipino learners that may
influence their study and use of mathematics to develop critical thinking and problem
solving skills. Contexts refer to beliefs, environment, language and culture that include
traditions and practices, as well as the learner’s prior knowledge and experiences.
✣ The framework is supported by the following underlying learning principles and theories:
Experiential and Situated Learning, Reflective Learning, Constructivism, Cooperative
Learning and Discovery and Inquiry-based Learning. The mathematics curriculum is
grounded in these theories.
✣ Experiential Learning as advocated by David Kolb is learning that occurs by making sense
of direct everyday experiences. Experiential Learning theory defines learning as "the
process whereby knowledge is created through the transformation of experience.
Knowledge results from the combination of grasping and transforming experience" (Kolb,
1984, p. 41). Situated Learning, theorized by Lave and Wenger, is learning in the same
context in which concepts and theories are applied.

4
✣ Reflective Learning refers to learning that is facilitated by reflective thinking. It is not
enough that learners encounter real-life situations. Deeper learning occurs when learners
are able to think about their experiences and process these, allowing them the opportunity
to make sense of and derive meaning from their experiences.
✣ Constructivism is the theory that argues that knowledge is constructed when the learner is
able to draw ideas from his/her own experiences and connect them to new ideas.
✣ Cooperative Learning puts premium on active learning achieved by working with fellow
learners as they all engage in a shared task. The mathematics curriculum allows for
students to learn by asking relevant questions and discovering new ideas. Discovery
Learning and Inquiry-based Learning (Bruner, 1961) support the idea that students learn
when they make use of personal experiences to discover facts, relationships, and concepts.

5
Those who pursue teaching mathematics in the
primary grades have the following arguments

✣ Learners find mathematics relevant in everyday life – telling time,

handling money, measuring objects, etc.
✣ Teaching math in the primary grades provides opportunities for
children to develop their thinking skills as they solve problems.
These skills which include reasoning and creative thinking are
important in upper – grade math and in life; and
✣ Numerous researches have proven that the mathematical ability of
children in the early grades predicts their performance not only in
higher-level mathematics but also in reading

6
 General
characteristics
of learners
Taking into account these characteristics will aid you in designing
efficient, effective, and motivational learning activities.

7
PHYSICAL Extremely active and enjoys
physical activities
SOCIAL Beginning to have a choice of
friends but frequently quarrels with
them
EMOTIONAL Becoming sensitive to criticism
and other’s feelings; eager to
please the teacher
COGNITIVE Sees patterns, engages in problem
– solving activities, learns a lot
through self - talk

8
 Activity 1.a

QUESTION 1: QUESTION 2:

In your own words, Why is it important

describe the for children to
importance of develop a positive
teaching disposition in
mathematics in the learning
primary grades. mathematics?

9
 Activities

WRITE YOUR ANSWERS ON AN

MS WORD FILE OR GOOGLE DOC

10
 Activity 1.b

RESEARCH ON THIS:
research about some arguments
of educators who believe that
mathematics should not be
taught in the primary grades.

COMPLETE THE TABLE

11 ON THE NEXT PAGE
Arguments on Why Mathematics should Rebuttal (your counter argument why it
not be taught in the Primary (Grades 1-3) should be taught in the primary grades)
grades
Argument 1:

Argument 2:

Argument 3:

12