MODULE 1 – PRINCIPLES OF MATHEMATICS
INSTRUCTION
This module provides suggestions for an activity that session leaders can use in
order to help participants get to know each other. As well, it presents an overview
of session topics and provides a framework within which participants will be able
to explore the key principles of mathematics instruction outlined in the Guide to
Effective Instruction in Mathematics, Kindergarten to Grade 3, 2004.
Materials: BLM 1.1, BLM 1.2, BLM 1.3, chart paper, markers
Getting Started
10 min
Introduction
#1 - 4
Begin the session with an activity that allows
participants to get to know each other (see BLM 1.1
and BLM 1.2).
Discuss the purpose of the sessions and show participants the overview of the
nine sessions (PowerPoint slide 4).
1
Module 1 – Principles of Mathematics Instruction
KEY MESSAGES
5 min
Rich environments do not just happen; they
are the result of insightful planning by a #5 - 13
thoughtful teacher.
Before a teacher can institute effective
planning, he or she must have a firm grasp of the basic principles of
teaching and learning.
Of paramount importance for successful mathematics instruction is the
promotion of positive attitudes in students.
Instruction in mathematics must emphasize conceptual understanding and
not just procedural knowledge.
In an effective program, students must be allowed to ‘do’ mathematics;
children learn mathematics primarily through a combination of doing,
talking, reflecting, discussing, observing, investigating, listening, and
reasoning.
For learning to be effective, it must utilize and build upon the prior
knowledge of the child.
Students need to encounter concepts in an appropriate manner, at an
appropriate time, and with a developmentally appropriate approach.
The culture and climate in the classroom have a profound effect on the
quality of learning that takes place.
Effective mathematics programs provide students with opportunities to
have deep and sustained interaction with big ideas or key concepts of
mathematics.
2
Module 1 – Principles of Mathematics Instruction
Working on It
20 min
“One thing is to study whom you are teaching, the
other thing is to study the knowledge you are #14 - 17
teaching. If you can interweave the two things
together nicely, you will succeed.… Believe me, it
seems simple when I talk about it, but when you really do it, it is very
complicated, subtle, and takes a lot of time. It is very easy to be an elementary
school teacher, but it is difficult to be a good elementary school teacher.”
– Ma, Knowing and Teaching Elementary Mathematics, Erlbaum, 1999, p. 136
Discuss the complexity of teaching mathematics. Teachers need to possess an
understanding of the mathematics they are teaching, and of instructional
methods that help students develop their own understanding of mathematics.
Arrange participants in groups of three or four. Ask each group to identify a topic
in the mathematics program (e.g., linear measurement, multiplication, symmetry)
and to create a list on chart paper of mathematical content (knowledge, skills,
concepts) related to the topic. Next, ask participants to make a second list of
things teachers need to consider when teaching the mathematical content
(e.g., manipulatives, teaching strategies, students’ prior knowledge).
Have groups present their lists. Highlight the complexity of the decisions teachers
make as they design and implement instructional activities.
Explain to participants that teachers need to understand the principles of
mathematics instruction in order to make appropriate decisions about the
mathematics program for their students.
3
Module 1 – Principles of Mathematics Instruction
Investigating the Principles of
Mathematics Instruction
60 min
Arrange participants in groups of five. Use a jigsaw
#18 - 27
strategy to facilitate participants’ exploration of the
principles of mathematics instruction.
Jigsaw is a cooperative learning strategy that allows participants to become
“experts” on a topic, and to share their expertise with other members of their
group.
Step 1 – Participants are divided into home groups. A different topic is assigned
to each home-group member.
Step 2 – Home-group members each join the appropriate expert group to study
their assigned topic.
Step 3 – The new “experts” return to their home groups to share what they have
learned.
Ask the expert groups to study the following principles:
Expert Group 1 –
Foster positive mathematical attitudes (p. 2.4)
Focus on conceptual understanding (pp. 2.4–2.5)
Expert Group 2 –
Involve students actively in their learning (pp. 2.5–2.7)
Acknowledge and utilize students’ prior knowledge (p. 2.7)
Expert Group 3 –
Provide developmentally appropriate learning tasks (pp. 2.8–2.9)
Expert Group 4 –
Respect how each student learns (p. 2.10)
Provide a culture and climate for learning (p. 2.11)
Expert Group 5 –
Recognize the importance of metacognition (pp. 2.11–2.12)
Focus on the significant mathematical concepts (pp. 2.12–2.13)
Ask expert groups to record their ideas on BLM 1.3.
Provide extra copies so that participants can make notes when 'experts' share
information with their home groups.
4
Module 1 – Principles of Mathematics Instruction
Discuss the following questions:
Are some principles more important than others?
Are there principles that are often neglected because of time limitations and
interferences with your program?
Are there principles that you would like to emphasize in your teaching?
Reflecting and Connecting
In Your Classroom 10 min
#28
Ask participants to select a principle of mathematics
instruction that they would like to emphasize in their
classroom. At the next session, participants should
be prepared to share the strategies they used when they addressed the principle,
and the impact of their efforts.
For Next Time
Ask participants to read the first three sections of Chapter 5 – Problem Solving
(Introduction, Teaching Through Problem Solving, and The Teacher’s Role in
Teaching Through Problem Solving) in A Guide to Effective Instruction in
Mathematics, Kindergarten to Grade 3, 2004.
