MOUNT KENYA UNIVERSITY

MAIN CAMPUS

SUBJECT METHODS: MATHEMATICS

UNIT CODE: BET 3210/GET 6104

COURSE DESCRIPTION

1) Mathematics as a subject. Historical development of nature of Mathematics.

2) Mathematics Education and Philosophy.

3) Perspective of Mathematics, Conceptions and Instructional Practise.

4) Instructional theories. (Behaviourism, Cognitive, Information Processing,

Constructivism, and Multiple Intelligences.)

5) Learning theories in Mathematics education (Psychologists: J. Piaget, J. Brunner,

Ausubel, Gagne, Dienne’s...)

6) Purpose of teaching Mathematics. Goals and objectives of Mathematics education-

7) The school Mathematics curriculum-Key Concepts in; Mathematics.

8) Mathematics objects: Content and Process for secondary school level; Content
include; Number and Operation, Algebra and Geometry, Measurements, Probabilities
and data analysis. The mathematical processes include, problem solving in
mathematics teaching, types of problems strategies for solving problems,
communication, connections, using Mathematical tools and Mathematical
modelling/representation,

9) Resources in Mathematics classrooms. The mathematics textbook, Mathematics

teachers enriching Mathematical instruction. Use of extra curricula activities and
Cultural factors in teaching and learning of mathematics

10) Planning for instruction; Schemes of work, the daily lesson plan for Mathematics,
record of work and teaching practice preparation.

11) Assessment in Mathematics; test construction, alternative assessment approaches.

12) The changing role of the teacher and the learner; issues and perspectives

13) New trends in Mathematics education, maintaining an effective learning environment,

professionalism

Facilitator: Dr. Njoroge

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GENERAL OUTCOME:

By the end of the Course, the student teacher is expected to:

1. Gain knowledge and understanding of teaching and learning Mathematics at
secondary school level
2. Use knowledge on the new trends in teaching and learning mathematics to make
independent evaluation of current practises in mathematic classrooms
3. To effectively use quality resource materials to support the learning of mathematics
4. Use quality assessment to support learning of mathematics
5. To provide equal opportunities through strong support for all learners

SPECIFIC LEARNING OUTCOME

 By the end of the course the student teacher should be able to:
 Discuss the foundations, philosophy and history of Mathematics and Mathematics
education
 State the purpose of learning and teaching mathematics
 Discuss the objectives of secondary school mathematics teacher education in Kenya.
 Identify mathematics specific learning and instructional theories
 Discuss Key concepts in mathematics
 Analyse secondary school mathematics curriculum
 Discuss Mathematical objects: Content and Process.
 Identify and design Mathematical resources and enriching activities for instruction
 Design and make schemes of work, lesson plans, lesson notes and records for teaching
mathematics.
 Design and make valid assessment tools that support learning
 Discuss new trends and issues of Mathematics education
 Appreciate professional growth
 Develop and maintain an effective learning environment

Evaluation

The course will take 42 hrs and will be evaluated in three modes: namely; CAT 1 and
2—30 % and final examination-70%.

References:

Cockcroft Committee, Mathematics Counts, HMSO, 1982

George Polya, How to solve it Penguin books, 1990

Macnab, D.S and Cumine, J.A Teaching mathematics 11-16: A Difficulty Centred
Approach. London: published b y Blackwell limited Oxford 1986.

Paul Earnest, Mathematics, education and philosophy, an international perspective;

Palmer press 1996

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Scopes P.G, Mathematics in Secondary schools, a teaching approach, Cambridge, 1973

Kenya Institute of Education, Secondary Education Syllabus volume two, KIE, Nairobi,
2002

Ministry of education, Secondary mathematics teachers Handbook, published by KIE

2006.

Mutunga, P.K and Breakell, J. Mathematics education, Nairobi:ERAP, 1987.

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Chapter ONE

INTRODUCTION to Mathematics Education

Teaching generally not only Mathematics is quite challenging. It has its own exciting
pleasures and difficulties

Why exciting pleasures?

1. Mathematics teachers work in a discipline/profession that is dynamic-constantly

changing/ expanding in both content and methodology
2. Mathematics teachers play a big role in both guiding and moulding the future scientists
and citizens
3. Mathematics teachers –teaching an important subject to people who matter( we hope
they enjoy it)

Why difficulties in teaching mathematics?

1. Mathematics teachers teach other subjects other than mathematics e.g. chemistry,
physics
2. Increased workload
3. High teacher-student ratio
4. Teachers have to keep learning new methods and strategies/teaching styles to achieve
their objectives
5. Have to know and learn theories of learning and how to apply them in teaching and
learning mathematics.
6. How to use available and limited T/L resources in the classrooms
7. Know how to relate mathematics to other disciplines/subjects and to the society
8. Teachers are expected to continually develop professionally

All these among other difficulties can be overcome and one becomes an effective and
innovative Mathematics teacher.

How to become an effective Mathematics educator?

 Teachers need to have knowledge on all mathematics content taught at all different
levels of secondary schools
 Be familiar with basic concepts of application of all the content e.g. trigonometry,
construction i.e. place mathematics in a wider perspective
 Show continued interest and enjoyment in learning more maths i.e. create confidence
in students. Read popular mathematic books, journals, internet and periodicals
 Understand and accept the students they teach i.e. student abilities, interest difficulties
and the way they learn mathematics. Today students are very different coming from
different social, economical, technological and educational backgrounds
 Know what is mathematics as definition not only to solve/do
 Know and understand the physiological basis of learning maths and how to improve
teaching and learning of mathematics

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  Know great Mathematics and their contribution in order to enhance mathematics
teaching with historical incidents
 Plan Mathematics courses/ schemes of work
 Have a reservoir of teaching methods/strategies for each topic in secondary school
Mathematics syllabus

However it is important to note that no mathematics education programme or tutor can teach
one to teach or mould one into an adequate and excellent teacher.

Mathematics as a subject: What is Mathematics?

Curriculum subject which must be taught and learnt in schools.

Definition varies depending on the level of study; for example;

1. To laymen maths involves addition/subtracts of simple numbers while the rest is left for
the genius, meaning that, there are those who should study or pursue it.

2. For primary pupils,’ Mathematics involves counting or number work.

3. For secondary schools students, perceive mathematics as involving memorizing words,

formulae axioms.

4. For universities students, Mathematics is a system of undefined theories, terms and axioms
to be researched for example, manipulating theorem, deducting coming out with solutions

Betrand Russel (1929) English philosopher defined mathematics as a subject which one never
knows what one is talking about, nor whether one is talking is true

Rather a pessimistic definition/statement to prospective mathematics teachers

Macgrow Hill (1978) Mathematics is deductive study of shape quality and mainly in applied
and pure maths

Think of other definitions of Mathematics

From above definitions, it is clear that there are misconceptions of disagreement about the
definition of mathematics. However it is accepted that mathematics is a curriculum subject
which must be taught and learnt in schools because of its utilitarian value:

Outline the utilitarian value of Mathematics

1. Provides effective means of conveying information in a precise and concise form as

possible and evidenced in technological advancement and application and work in
secondary schools where students express the results of their investigation using simple
mathematical symbols
2. Mathematics help to develop powers of logical thinking-Mathematical puzzles help one
to grasp relationships thus brings enjoyment in mathematics
3. It would be difficult to conduct normal business of the day without Mathematics

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4. Mathematical language-students oral and written proficiency in language improves
when they are required to use appropriate words in investigation e.g. words like “shorter
than” “measure” “fold” “size” “area” have a sharper/better meaning to students

Mathematics is defined as:

1) A way of thinking where one determines and interprets truth of an idea

2) A language which uses carefully defined terms and symbols to express ideas and
communicate thoughts
3) An organised and well structured body of knowledge where principles, ideas,
concepts are built logically to form previously built ideas
4) An abstract system of ideas

To summarise Mathematics is a system of ideas created by human mind concerned with

processes, reasons and ideas.

Not restricted to Mathematicians but also young students/pupils who interact with their
environment thus discovering mathematical truths

What is mathematical education?

 It refers to teaching of Mathematics. It is recognised worldwide as a subject of study

 Derives its content from other fields such as:
 Psychology (theories of teaching)
 Philosophy (fallibillistic and absolutist)
 Sociology (social interaction theory)
 Anthropology
 History (history of maths education)
 Semiotics (branch concerned with symbols and signs)
 Cognitive science

All the above constitute of epistemology issues, multiple perspectives of teaching

mathematics and philosophical reflective in the acquisition of mathematical language

Why Mathematics education?

 Its fundamental to understanding existing and changing practises of:

 Mathematics teaching
 Educational research
 Teacher education
 Mathematics education is an active field dating back several millenniums ( the
Sumerian scribes of 3000B.C.) who had applied mathematics in schools and had
developed means of teaching place values and fraction
 It began as a discipline in the mid 1800s. However today maths education occupies
a central place in school curriculum
 In Kenya mathematics is compulsory in its formative years of education. Every
school going child is expected to learn mathematics for at least 12 years.

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 Mathematics takes 15 percent of time allocated to school curriculum and teachers
are expected to give quality instruction to students
 Thus mathematics education is imperative to mathematics educators to
effectively given quality instruction

Pressure to excel in mathematics more than other subjects on the school curriculum explain
the importance with which society attaches to learning this subject with understanding:
Teacher trainees (mathematics educator) to take responsibility to support students in learning
of the subject, hence the importance of course.

Activity: identify the fields that require mathematics

NATURE OF MATHEMATICS

Discuss the nature of mathematics. Its role and influence:

Understanding/perception of the nature and role of mathematics by the society has influenced
greatly the development of

 School mathematics curriculum

 Instruction methods
 Research

The understanding of difficult conceptions of maths (i.e. different ways defining maths) is as
crucial to the development and successful implementation of school programmes as well as in
conducting and interpretation of research studies

Some society portrays mathematics (nature) as:

1. Dynamic growing field of study (NCTM Society 1989). Mathematics as a dynamic

discipline is constantly changing as s result of new discoveries from experimentation
and application. It changes in both content (derived society’s needs) and
methodology.
2. Static discipline (Fisher 1990). Mathematics as a static discipline developed
abstractly with neither known set of concepts, principles and skills i.e. mathematics
does not change-discovered nor invented mathematics. A Mathematician in this
discipline (the learned) is a person who never discovers or invents mathematics.
People cannot know if their mathematics objects exist and don’t know if theorems
they prove is true.

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E.g. Example by AE Howard shows the contradiction

p/q If hypotenuse=p/q where p and q have no factors, then either p or q is

Let a=b, multiply both sides by a to get a2=ab, subtract b2 both sides to get

a2-b2=ab-b2

Factorise both sides (a+b)(a-b)=b(a-b) Divide both sides by a-b to get a+b=b but a=b
hence a+a=a to give 2a=a divide by to give 2=1. This contradicts that 2#1

Research shows that this differing conception/understanding have influenced on the ways in
which both teachers and mathematics approach the teaching and development of
mathematics. These contrasting views about the nature of mathematics and source of
knowledge have provided a continuum of conception of mathematics since the age of Greeks.
This has led to lack of common philosophy of mathematics

Question for practise

Describe briefly the nature of mathematics/what conceptions of mathematics exist? How

do these conceptions impact on the nature and course of mathematics education?. The
conceptions of the nature of mathematics can be used to explain the variations in
pedagogical emphasis. Account for the concept that is predominantly practiced in a school
near you.

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