Effective

Teaching Strategies in
Mathematics Classrooms
Minimizing the use of chalk and board

Bashir Ahmed Khan

July, 2011 1
 Workshop Objectives
 Orientparticipants with key
teaching strategies used in a
mathematics classroom.

 Engage participants in
mathematical problems solving to
get hands-on experience of these
teaching strategies.
2
 Day starter

“The mediocre teacher tells.

The good teacher explains.
The superior teacher demonstrates.
The great teacher inspires.”
William Arthur Ward

“If a child can't learn the way we teach,

maybe we should teach the way they
learn.”
Ignacio Estrada

3
 Your turn!

Using an analogy,
can you write an
inspiring quotation
about teachers?

4
 of the day

Saad went to a shop to get the change

of Rs. 100, shopkeeper gave him 21
notes. Can you figure out, how many of
each 1, 2, 5, 10, 50 notes did he gave to
Saad?

5
Teaching Strategies
in
Mathematics

6
 What is a strategy?

‘Strategy is a carefully prepared plan

involving a sequence of steps designed
to achieve a given goal.’
(Sharma, 2000)

7
The NC (Math) 2006 states
that:

 Students learn things in many different

ways. They do not always learn best by
sitting and listening to the teacher.

 Students particularly of the primary level

can learn by presentation and explanation
by the teacher, consolidation and practice,
games, practical work, problems and
puzzles, and investigating Mathematics.

8
We will focus on few selected strategies
that can be used in your mathematics
classroom:

1. Lecturing.
2. ???
3. ???
4. ???
5. ???
6. ???
7. ???
8. ???
9. ???
9
1. Lecture

10
 What is a lecture?

 A lecture is a direct instructional

method.

 It is a common teaching strategy,

that requires an effort to quickly
cover the materials in a limited
time to a larger group.

11
Contd.
 Through lectures, teachers can provide
core knowledge, explain concepts, and
direct students’ learning without the
power of reasoning.

 However, there are several ways to

make a lecture more interactive and
create an opportunity for the students
to learn by interacting with each other
and/or with the teachers.
12
 Some ways to make a
lecture interactive

 Use of diagrams, photos, graphs,

etc

 Posing questions

 Inviting students’ questions

13
References

 Dean, B.L., Joldoshalieva, R., and Sayani, F. (2006).

‘Instructional Strategies’. (Section 5: 237-251).
Creating a better world. Karachi: Aga Khan
University Institute for Educational Development.

 Stronge, J.H., (2002). ‘Implementing instructions’.

(chapter 5: 2-52). Qualities of effective teachers.
USA:ASCD

14
Before, we move on
with other
instructional
strategies, let us first
do some maths!

15
 Your turn!

 Work in groups on the assigned task.

 Youhave about 30-45 minutes for this

work.

16
 2. Any
guesses?

17
2. Investigation

18
Investigation: Teacher’s Role

In investigatory mathematics,
the teacher presents an initial
mathematical topic or area of
investigation. The teacher
maintains an orderly classroom,
circulating among the children
asking questions to get them
thinking in a new way, or getting
them checks their work.
19
Investigation: Student's Role

The student is to ask themselves

relevant questions to investigate
in the project area and to
explore the topic freely, and
develop some interesting
mathematical ideas. So this
approach encourages creative
thinking as well as the use of
problem-solving strategies.
20
 Investigation: General
Strategies
Some of the general strategies that students’
use on investigations are:

 Engage with the task they find challenging

and interesting
 Pose questions on their own about

mathematical situations
 Use important mathematical skills and

knowledge they have learnt already;

21
Contd…
 Plan their own approaches;
 Make their own discoveries and
experience the satisfaction of finding
things out for themselves;
 Articulate and communicate what they
have found out to others;
 Add to their developing understanding
of mathematical concepts and
relationships.
22
References

 Ernest, P. (2000). Teaching and Learning

Mathematics. In V. Koshy, P. Ernest and R. Casey
(Eds). Mathematics for Primary Teachers. London
Routledge (Chapter 1: pp 3-19)

 Mottershead, L. (1992). Investigation in

Mathematics. UK

23
 3. Any
guesses?

24
3. Problem
Solving

25
What is a problem?

A problem is defined as any task or

activity for which the students have
no prescribed or memorized rules or
methods, nor is there a perception by
students that there is a specific
“correct” solution method.
(Hiebert et al., 1997 in Walle,
2007)

26
Problem Solving in NC Math
2006
“A problem is a statement or
proposition requiring an algebraic,
geometric, or other mathematical
solution. A widespread opinion that
problem solving should be the
central focus of the curriculum for
Mathematics strengthens the fact
that ‘learning to solve problems is
the principal reason for studying
Mathematics”.
(MOE, 2006, pp.133)
27
Problem Solving
- process and
procedures

Polya (1957)

Burton (1984)

28
Polya’s (1957)

 Understand the problem

 Devise a plan

 Carry out the plan

 Look back (reflect)

29
Burton, L. (1984)

 Entry

 Attack

 Review

 Extension

30
 Understand the Devise a plan
problem

 What is known?  Have you seen it

before?
 What is unknown?
 Could you use it?
 What is data?

 What is the condition?

 Could you derive
something useful?

 Have you taken into

account all essential
notions involved in the
problem?
31
Carry out the plan Look back (reflect)

 Can you see it  Can you check the

clearly? argument?

 Can you prove it  Can you use the

correct? result, or the
method, for some
other problem?

32
Helpful Hints for Problem
Solvers

Read the problem-really

To Start understand it
Make a start – write or draw

something

As you Use something to help you

work Write down what you do

Work systematically

33
Stuck?  Don’t worry if you get stuck?
a) What do I know about the
problem?
b) What do I want to do?

c) Can I Use something to help

me
d) Can I make a guess?

e) Can I check my work?

Finished When you have finished

explain what you have done to

something else
Ask yourself" what if ----”?to

get ideas for other problems

34
Why problem solving?

 Being able to do something is close to

wanting to do something

 A suitably simple starting point helps pupils

engage with mathematics

 A problem solving strategy encourages pupil

interaction, learning and behavior.

35
References

Burton, L. (1984) Thinking Things Through: Problem Solving in
Mathematics.

 Mason, J., Burton, L. & Stacey, K. (1993). Thinking Mathematically.

New York: Addison-Wesley.

 Ministry of Education (2006). National curriculum for Mathematics

Grades I – XII, 2006. Government of Pakistan Ministry of
Education, Islamabad

 Polya, G. (1957). How to solve it: The Classic Introduction to

Mathematical Problem Solving. London: Penguin Books.

 Robison, J. (2004). ‘Problem Solving and Me’. Mathematics

Teaching 189. Special issue: engagement and excitement in
mathematics-teachers and learners too. December, 2004: pp. 36-
38

 Walle, J. A. V. (2007). ‘Teaching Mathematics in the Era of the

NCTM Standards.’ (Chapter 1: 1-11). Elementary and Middle 36

School Mathematics, (6th edition). Boston: Allyn and Bacon.

4. Any guesses

37
4. Problem Posing
Strategy
:What-If-Not (WIN)

… extending the ideas

about number patterns

38
What is WIN?
 Brown & Walter (1993) suggested a new
approach to problem posing and problem
solving in Mathematics teaching, using the
‘What If Not?’ (Commonly known as WIN)
strategy.

 The strategy is based on the idea that

changing the attributes of a given problem
could result in new and interesting
problems for further investigations. 39
Contd…

 The strategy enables to move away from a

rigid teaching format which makes
students believe that there is only one
‘right way’ to refer to a given problem. The
usage of this problem posing strategy
provides students with the opportunity to
discuss a wide range of ideas, and
consider the meaning of the problem
rather than merely focusing on finding its
solution.
40
An Example:
Complete the following sequence
4, 9, 14, 19, 24, ___, ___.

List all the attributes of the above given

sequence, for example,
 The first five numbers are given
 We need to find two more (6th and 7th
terms)
 The first number is 4…
 Can you add more to the above list?
41
Contd…

 Consider any one attribute from the list and

change the question:

 What if the first five numbers are not given,

and only the first two are?
are The question
becomes:

Complete the following sequence

4, 9, ___, ___, …
42
Contd…
 Some more changes…

 What if the first two numbers are

square, but the second number is not 9.
9
E.g.

Complete the following sequence

4, 16, 64, 256, ___, ___

43
Contd.
 Some more changes…

 What if the sequence is not a multiple of 5,

subtract 1 but subtract 2, or subtract 3, or
subtract 4 or subtract 5..? Eg.

Complete the following sequence

3, 8, 13, 18, ___, ___
2, 7, 12, 17, ___, ___
1, 6, 11, 16, ___, ___
44
Contd.
 So, by changing some of the givens in the
question, we have generated new possibilities
for the classroom.

 It is useful to work on this technique as we

have found that it develops a flexibility of
thinking about questions and about
mathematics which is useful in adapting and
finding new questions.

45
References

 Prestage, S. and Perks, P. (2001). ‘ A splurge of ideas.’

In Adapting and Extending Secondary Mathematics
Activities. New tasks for Old. David Fulton Publishers:
London. (Chapter 2:5-17)

 Stacey, K. and Groves, S. (1993). ‘Strategies for

Problem Solving- Lesson Plans for developing
mathematical thinking’. Latitude Publications:
Australia

46
5. Any guesses

47
5. Questioning

48
Types:

Questioning can be broadly put into

two categories:

1. Closed-ended Questions.

2. Open-ended Questions

49
Closed-ended Questions:
 Closed-ended questions have a fixed
limit. They are often asked to get the answer
with a yes or no, or with a simple statement of
fact. Closed-ended questions are used to
direct the conversation. They usually get
specific information or confirm facts.

 An example is:
2 + 2= ____

50
Open-ended Questions:
 Open-ended questions are questions without a
fixed limit. They often encourage discussion
and provide opportunities to explore new
concepts. Moreover, they promote mathematical
thinking and understanding among learners. It is
suggested to use open-ended questions that
start with who, what, where, why, when, and
how.

 An example is:
The answer is 4. What is the question? 51
O-E Q or C-E Q?

The open nature of questions is

more effective as it provides
teachers with opportunities to
assess their children’s
mathematical development and
invites them to indicate their
underlying misconceptions.
52
Example

Consider a close-ended question:

 What are the next three numbers in the

following sequence?
1, 4, 7, 10, 13, ___, ____, ____

Revise it as an open-ended question and solve it

 Consider the following sequence:

1, 4, 7, 10, 13, ...

Is 100 a member of this sequence? Explain your
reasoning. 53
Example

Consider a close ended question:

 Find the perimeter of the figure.

Revise it as an open ended question and

solve it
 Draw a six-sided figure with a perimeter of
18.
54
 Some other type of
questionings are:
 Probing Questions: These are asked
to draw attention to something you
want the other person to think about.

 Test Question: These are asked when

you already know the answer to find
out if the other person knows it.

 Genuine Question: These are asked

because you want to know the answer.
55
 Wait Time
 Wait-time is an important aspect of
questioning.
 It is the pause between the teacher’s

question and the student’s response

and between the student’s response
and the teacher’s reaction.
 Longer the pause (3-5 seconds), the

more thoughtful the response.

56
References
 Friedman, N. Effective Questioning Skills. Retrieved
February 02, 2009 from
http://www.myarticlearchive.com/articles/6/267.htm

 Martin, N. Questioning Styles. Mathematics Teaching

184 (September 2003)

57
 R
D
6. Any guesses

T
58
6. Do-Talk-
Record
(DTR
)

59
DTR: The framework
 The Do-Talk-Record (DTR) framework is
a description of what is likely to take
place in collaborative mathematics
classrooms.

 This framework was formulated as a

reminder for teacher to get learners talk
about what they have done before they
make any written records.
60
Contd…
 It emphasises too the importance of language in
learning, both the pupils' own language and the
language of mathematics.
 Doing and recording often takes priority over talking.
But it is the act of verbalising a problem that can often
be of most help.
 Teachers can help with this verbalisation by the use of
prompts such as the following:

o Explain the question to me.

o What do you know?
o What are you trying to find out?
o What have you done so far? 61
Contd…
DOING RECORDING TALKING

Being active Diagrams Interacting

physically &
mentally
Moving blocks Pictures Arguing

Moving arms Words Convincing

Pondering Graphs Conjecturin
g
62
Reference:
 http://openlearn.open.ac.uk/mod/resource/view.php?
id=190842

 Prestage, S. and Perks, P. (2001). Changing Resources.

In Adapting and Extending Secondary Mathematics
Activities. New tasks for Old. David Fulton Publishers:
London (chapter 6: pp 67-80)

63
7. Any guesses???

64
7. Playing games

65
Why to use?
 ‘The playing of games can provide plenty of
opportunity for practice and can lead to
discussion, since they are played in groups of
two or more’ (Stephanie and Pats, 2001, pp
74).

 Basically, ‘card game –sorting and matching’

and ‘board games- target board’ are two
types of games that are useful in a
mathematics classroom to clarify
misconceptions and to encourage discussion
in order to extend learning.
66
When to use?
 These can be used as lesson starter activities as
many of these tasks have an element of
challenge, which the learners enjoy while testing
out their understanding and recalling of the topic.

 Moreover, as these activities often leads into the

main idea of the lesson, hence, learners make
sure that not to miss out on this activity as it may
lead to understand the new work with difficulty.
They are able to use the formative feedback to
enhance their learning strategies. (Howard, Sonia
and Alyson, 2002, pp. 133)

67
Reference:
 Prestage, S. and Perks, P. (2001). Changing Resources.
In Adapting and Extending Secondary Mathematics
Activities. New tasks for Old. David Fulton Publishers:
London (chapter 6: pp 67-80)

 Mason, J. and Wilder, S.J. (2004). Designing and using

mathematical tasks. The Open University: UK.

68
8. Any guesses??

69
8. Integrating
Technology

70
Why use ICT in teaching
and learning of
Mathematics?
 Technology is playing an increasingly vital role
in the teaching and learning of mathematics
at all levels. It offers a powerful means to
foster students’ mathematical thinking and
results in better understanding of
mathematics.

 It is an essential tool for teaching and learning

of mathematics effectively; it extends the
mathematics that can be taught and
enhances students’ learning.
(NCTM, 2005)71
Contd.
 It will enable you to prepare your

◊ Lesson plans
◊ Task sheets
◊ Assessment records
◊ Evaluations
◊ Examination/Test papers
◊ etc

72
ICT tools used in
mathematics
 Computers- PCs, laptops, palm-top.

 Hand-held technology- Calculators( Simple,

scientifc and graphical) and Data loggers.

 Whole class displays- Interactive

Whiteboards, data projectors, OHP displays.

 Generic (or multipurpose) software, e.g.

Microsoft `Office’ products such as `Excel’
(spreadsheets), `Word’,`Explorer’ and
`Powerpoint’. 73
contd…
 Mathematics-specific software- e.g Graph-
plotting Software (GPS), Computer Algebra
Systems (CAS), Dynamic Geometry Software
(DGS) and Data-handling Software (DHS).
 Programming languages, for example Logo
and Basic.
 small software - programs aimed at specific,
highly-focused curriculum content e.g. Smile,
Maths Alive.
 CD-ROMs and the internet: as sources of
data.
74
 References:
 Kennewell, S. (2004). ‘Meeting standards in using ICT for
Secondary Teaching: A guide to the ITT NC’. London:
RoutledgeFalmer.

 Masalski, W. J. & Elliot, P. C. (2005). ‘Technology-

Supported Mathematics Learning Environment’. USA.

 Oldknow, A. & Taylor, R. (2000). ‘Teaching Mathematics

with ICT’. London: Continuum.

 Source [Internet]. ‘ICT and Mathematics: a guide to

learning and teaching mathematics 11-19’. Retrieved July
10, 2009, from
http://eprints.soton.ac.uk/41376/01/Brown_etc_ICT_and_Mathem
atics_revised_2005.pdf

75
9. Classroom
discussion

76
 Why in mathematics
classrooms?
 Mathematical discussion involves learners
taking opportunities to express what they are
seeing and thinking to the teacher and to each
other.

 It is a way to support learners, individually and

collectively, in developing confidence in
mathematical ideas and the language used to
express those ideas.
(Mason and Wilder 2004,
p.96) 77
 Learners outcomes for
discussion

Conceptual
Understanding

Classroom Discussion

Involvement
and
engagement

Communication skills
and
thinking processes
78
 References:
 Arends, R. I. (2009). ‘Learning to teach’.Singapore:
McGraw-Hill.

 Mason, J. and Wilder, S.J. (2004). Designing and

using mathematical tasks. The Open University: UK.

79
So, the following are few selected
strategies that can be used in your
mathematics classroom

1. Lecturing.
2. Investigation.
3. Problem Solving.
4. What-If-Not (WIN).
5. Questioning.
6. Do-Talk-Record (DTR).
7. Playing games.
8. Technology.
9. Classroom discussion
10. ….. and list can go on and on
80
 Use of
Instructional Strategies
(Stronge, 2000)

 A teacher’s repertoire of teaching strategies is

an important element of overall effectiveness.

 Effective teachers are constantly searching for

group instructional strategies that are as
effective as one-on-one tutoring.

 Teachers who successfully employ a range of

strategies reach more students because they
tap into more learning styles and student
interests. A teacher’s repertoire of teaching
strategies is an important element of overall
effectiveness. 81
 Contd.
 Teachers who successfully use a range of
strategies reach more students because

o they tap into more learning styles and student

interests;

o they ensure that concepts are well understood;

o it promote students’ achievement.

82
For your patience

Are most welcome 83