Educ 7.docx

Republic of the Philippines NDC-Tagum Foundation Inc. Apokon Road, Tagum City

PORTFOLIO IN EDUCATION 7 (Principles of Teaching 2) In partial fulfillment of the requirements for the degree of Bachelor of Secondary Education

Submitted by: JOHNPAUL B. MASILLONES (BSED-MATH)

Submitted to: LUDIVINA AVELINO BOJA, Ed.D (Instructress/Teacher)

March 2019

ACKNOWLEDGEMENT “I never did anything alone. Whatever was accomplished in this country was accomplished collectively.” – Golda Meir Putting together this portfolio has been a challenge. Organizing all of the information and putting it into a presentation form that would appropriately express my personality and all that I’ve learned didn’t seem possible at first. This portfolio would not have been possible without the support of many people. I gladly express my gratitude to my friends who was abundantly helpful and offered invaluable assistance, support and guidance. Deepest gratitude is also due to our Teacher, Ludivina Avelino Boja, Ed.D, without her our knowledge and assistance of this study would not have been successful. In this, I want to express my love and gratitude to my beloved family for their understanding and endless love; through the duration of my studies I do appreciate it and a big thanks to our Almighty God who enlighten my mind throughout this journey. I would like to finish my acknowledgement with a significant phrase that Helen Keller once said: “Alone we can do so little; together we can do so much.”

TABLE OF CONTENTS

LEARNING OUTCOMES At the end of the lesson, the students will be able to:  Discuss the intended outcomes, scope, guiding principles, approaches and methods in teaching Mathematics.  Describe the nature of Math;  Explain the goals of the teaching of Math;  Examine the alignment of learning outcomes to standards – key stage, learning area – to the goals of teaching Math;  Give examples on how values inherent in math can be integrated in the teaching of Math;  Discuss the educational theories on which the teaching of Math is anchored;  Cite the implications of these educational theories to the teaching of Math;  Explain at least three guiding principles in the teaching of Math;  Illustrate spiral progression approach in teaching Math with an example.

INTRODUCTION

A number of students are scared of Math. Many struggles in their Math subjects for one reason or another. Your mission as a Math teacher is to reduce, if not eliminate, the fear or the negative attitude towards Math. How should it be taught so that it becomes a palatable menu and that students begin to like it and in effect fall in love with it. Many people say that they had negative experiences of learning Math in the past – usually at school. For someone to return to education in Math is often a huge step and can be motivated by a number of factors, such as:

 Needing to pass a course that requires Math assessment.  Needing to pass a one-off test, such as an entry test for a course or job  Wanting to help children with their school work  Wanting to learn something that they always wanted to crack – common topics that learners mention are long division and fractions  Wanting to better themselves generally If someone wants to return to learning they have probably overcome many barriers already. If someone needs to learn then they might have some anxiety. Of course for some learners Math may be something they never had the chance to learn formally or achieve certificates in, so don’t assume that everyone has been scarred. Some people even enjoy it!

DEFINITION OF TERMS

SUMMARY Mathematics is a many-splendored thing. It is a science of patterns and relationships, a ways of logical and creative thinking, an art, a language, a multidisciplinary discipline. According to the Math conceptual framework contained in the K to 12 Curriculum guide of DepEd, the twin goals of Math teaching are critical thinking and problem solving. Math teaching as shown in the K to 12 Curriculum Guide is based on the following educational theories: 1) experiential and situated learning, 2) reflective learning, 3) constructivism, 4) cooperative learning, 5) discovery and 6) inquiry-based learning. Based on these educational theories the following principles should guide the teaching of Math: 1. The teaching of Math should be a balance of conceptual and procedural approach. Teach facts and formulate but teach also the “why” behind the formulae to deepen conceptual understanding. The conceptual understanding serves as a scaffold upon which students build their procedural knowledge (balance principle). 2. Teach from the inactive to the iconic and symbolic levels. Begin with the concrete and slowly proceed to the abstract. The use of manipulatives makes teaching concrete. But this should lead to

images (mental pictures) and then symbols like words and mathematical formula.

3. The teaching of Math should be assessmentdriven and assessment-data based. Assessment should be used primarily to ensure learning. 4. Employ experiential and situated learning, integrated, reflective learning, constructivism, cooperative learning and discovery and inquirybased learning, problem-solving that involves real-world tasks.

CONCLUSION The balanced and integrated development of all five strands of mathematical proficiency requires that various elements of the school curriculum— goals, core content, learning activities, and assessment efforts—be coordinated toward the same end. Achieving that coordination puts heavy demands on instructional programs, on the materials used in instruction, and on the way in which instructional time is managed. The curriculum has to be organized within and across grades so that time for learning is used effectively. Instead of cursory and repeated treatments of a topic, the curriculum should be focused on important ideas, allowing them to be developed thoroughly and treated in depth. The unproductive recycling of mathematical content is to be avoided, but students need ample opportunities to review and consolidate their knowledge. Instead of cursory and repeated treatments of a topic, the curriculum should be focused on important ideas, allowing them to be developed thoroughly and treated in depth.

RECOMMENDATION Prospective teachers need mathematics courses that develop a solid understanding of the mathematics they will teach. The mathematical knowledge needed by teachers at all levels is substantial yet quite different from that required in other mathematical professions. Prospective teachers need to understand the fundamental principles that underlie school mathematics, so that they can teach it to diverse groups of students as a coherent, reasoned activity and communicate an appreciation of the elegance and power of the subject. Thus, coursework for prospective teachers should examine the mathematics they will teach in depth, from a teacher’s perspective. Coursework that allows time to engage in reasoning, explaining, and making sense of the mathematics that prospective teachers will teach is needed to produce well-started beginning teachers. Although the quality of mathematical preparation is more important than the quantity, the following recommendations are made for the amount of mathematics coursework for prospective teachers. i.

Prospective elementary teachers should be required to complete at least 12 semester-hours on fundamental ideas of elementary mathematics, their early childhood precursors, and middle school successors.

ii.

Prospective middle grades (5–8) teachers of mathematics should be required to complete at least 24 semester-hours of mathematics that includes at least 15 semester-hours on fundamental ideas of school mathematics appropriate for middle grades teachers.

iii.

Prospective high school teachers of mathematics should be required to complete the equivalent of an undergraduate major in mathematics that includes three courses with a primary focus on high school mathematics from an advanced viewpoint.

REFERENCES

(Student’s Profile) Name: JOHN PAUL B. MASILLONES Age: 21 years old Date of Birth: January 12, 1998 Place of Birth: Panabo City Height: 5’5 Weight: 55 kg. Civil Status: Single (Family Background) Father’s Name: Rogelio L. Masillones Age: 55 years old Occupation: Laborer Mother’s Name: Charline B. Masillones Age: 50 years old Occupation: OFW (Educational Background) Elementary: Ramon Magsaysay Elementary School Year Attended: 2005-2011 Secondary: Don Manuel A. Javellana Memorial National High School Year Attended: 2011-2015 Tertiary: NDC-Tagum Foundation Inc. Year Attended: 2017-Present Course: Bachelor in Secondary Education Major in Mathematics