Suggested Instructional Strategies
Teachers determine the best teaching methods for students, the best way of grouping students for particular studies, and the best way to present material to make it relevant and interesting. The instructional activities suggested in this resource include techniques, ideas, and methods that illustrate a variety
of approaches to the prescribed curriculum for a diverse population of students.
Context Statements
Each set of instructional strategies starts with a context statement followed by several examples of learning activities. The context statement links the learning outcomes with instruction. It states why these outcomes are important for the mathematical development of the student, explains how children learn
at this age, or suggests some ways to teach this part of the curriculum. The instructional activities are specific and relevant to one or more of the learning outcomes. Sometimes links are made to other subjects.
Instructional Activities
The new mathematics curriculum is designed to put more emphasis on the types of skills needed in the knowledge-based workplace, including those involving the use of
probability and statistics, reasoning,
communicating, measuring, and problem solving.
Additional emphasis is given to strategies and activities that:
- foster the development of positive attitudes. Students should be exposed to
experiences that encourage them to
enjoy and value mathematics, develop mathematical habits of mind, and
understand and appreciate the role of mathematics in human affairs. They should be encouraged to explore, take risks, exhibit curiosity, and even to make and correct errors so that they gain
confidence in their ability to solve complex problems. The assessment of attitudes is indirect and is based on inferences drawn from students' behaviour. We can see what students do, hear what they say, and from these observations, make inferences and draw conclusions about their attitudes.
- apply mathematics. For students to view mathematics as relevant and useful,
they must see how it can be applied to a wide variety of real-world applications. Mathematics helps students to understand and interpret their world and to solve problems that occur in their daily lives.
- use manipulatives. The use of manipulatives is a good way to actively involve students in mathematics throughout the primary and intermediate grades. Manipulatives encourage students to explore, develop, estimate, test, and apply mathematical ideas in relation to the physical world. Manipulatives range from commercially developed materials to simple collections of materials such as boxes, cans, or cards. They can be used to introduce new
concepts or provide a visual model of
a mathematical concept.
- use technology. The use of technology in our society is increasing. Technological skills are becoming mandatory in the workplace. Instruction that uses a range
of technologies such as calculators,
computers, CD-ROMs, and videos will help students relate mathematics to their personal lives and prepare them for the future.
- require problem solving. For students to develop decision-making and problem-solving skills, they need learning
experiences that challenge them to
recognize problems and actively try to solve them, to develop and use various strategies, and to learn to represent
solutions in ways appropriate to their purposes. Problems that occur within the students' environment can be used as
the vehicle or context for students to achieve the learning outcomes in any of the curriculum organizers.
Gender Issues in Mathematics
The education system is committed to helping both male and female students succeed equally well in the school
system. This is particularly important in mathematics, where there is a need to dispel the perception that female students are likely to have difficulty with mathematics. Skill in mathematics is essential to the workplace and to everyone's ability to participate fully in society. Teaching, assessment materials, learning activities, and classroom environments should place value on the experiences and contributions of both men and women and people of diverse cultures.
Research regarding gender and mathematics has raised a number of important issues that teachers should consider when teaching mathematics. These include the diversity
of learning styles, gender bias in learning resources, and unintentional gender bias
in teaching. The following instructional strategies are suggested to help the teacher deliver a gender-sensitive mathematics curriculum.
- Feature female mathematicians or women who make extensive use of mathematics in their careers as guest speakers or subjects of study in the classroom.
- Design instruction to acknowledge
differences in experiences and interests between boys and girls.
- Demonstrate the relevance of mathematics to a variety of careers and to everyday life in ways that are apt to appeal to particular students in the class or school. Successful links include biology, environmental issues, and current topics in mass media.
- Explore not only the practical applications of mathematics but also the human elements, such as ways in which ideas have changed throughout history and
the social and moral implications of
mathematics.
- Explore ways of approaching mathematics that will appeal to a wide variety of students. Comments received from female students suggest that teachers use a
variety of approaches, including, for example, memorization, logic, speculation,
exploration, or experimentation. Varying approaches appeal to a wider variety of students.
- Provide learning opportunities that are designed specifically for girls to help them develop confidence and an interest in mathematics.
- Emphasize that mathematics is used by ordinary people with a variety of interests and responsibilities.
- Provide opportunities for visual and hands-on activities, which most students enjoy. Experiments, demonstrations,
field trips, and exercises that provide opportunities to explore the relevance
of mathematics are particularly important for girls.
Adapting Instruction for Diverse
Student Needs
When students with special needs are
expected to achieve or surpass the learning outcomes set out in the mathematics
curriculum, regular grading practices and reporting procedures are followed.
However, when students are not expected to achieve the learning outcomes, adaptations and modifications must be noted in
their Individual Education Plans (IEPs).
Instructional and assessment methods should be adapted to meet the needs of all students.
The following strategies may help students with special needs succeed in mathematics:
- Adapt the Environment
- Change the student's seat in the
classroom.
- Make use of co-operative grouping.
- Adapt Presentations
- Provide students with advance organizers of the key mathematical concepts.
- Demonstrate or model new concepts.
- Adapt the pace of activities as required.
- Adapt Materials
- Use techniques, such as colour-coding the steps to solving a problem, to make the organization of activities more explicit.
- Use manipulatives such as large-size dice, cards, and dominoes.
- Use large-print charts such as a 100s chart or a times-table chart.
- Provide students with a talking calculator or a calculator with a large keypad.
- Use large print on activity sheets.
- Use opaque overlays on text pages to reduce the quantity of print that is visible.
- Highlight key points on activity sheets.
- Adapt Methods of Assistance
- Have peers or volunteers assist students with special needs.
- Have students with special needs help younger students learn mathematics.
- Have teacher assistants work with individuals and small groups of special needs students.
- Work with consultants and support teachers to develop problem-solving activities and strategies for mathematics instruction for students with special needs.
- Adapt Methods of Assessment
- Allow students to demonstrate their understanding of mathematical concepts in a variety of ways, such as through murals, displays, models, puzzles, game boards, mobiles, and tape recordings.
- Modify assessment tools to match student needs. For example, oral tests, open-book tests, and tests with no time limit may allow students to better demonstrate their learning than a traditional timed paper-and-pencil test.
- Set achievable goals.
- Use computer programs that provide opportunities for students to practise mathematics as well as record and track their results.
- Provide Opportunities for Extension and Practice
- At a given time require the completion of only a small amount of work.
- Simplify the way questions are worded to match the student's level of
understanding.
- Provide functional, everyday contexts (e.g., cooking) in which students can practise measurement skills.
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©Copyright 1996All Rights Reserved. Curriculum Branch.
Maintained by: Mathematics Coordinator
Revised: October 20, 1997
BC Ministry of Education