KATHA 2014: Day 4:
Understanding Math: Elementary CPA
Ms. Pauline Mangulabnan
De La Salle University Manila
August 2, 2014
Minutes of the
Workshop
1. Introduction. The speaker started the
discussion by letting the teacher-participants construct tests, especially
problem solving sets, because such tests are considered as one of the
weaknesses of both the teachers and the students. She also conducted a seatwork
on the examination of how Japan writes problems in Math; that is, by rewriting
the problems into multiple choice word tests. She then conducted an activity of
grouping the teachers by year level and discuss three questions on process and
understanding.
2. Problem Solving Heuristics. It is easy to
create poor processes in Math but very difficult for understanding. There
should be a twin focus to Math: skills-content and attitude. Values should be
developed hand-in-hand with problem solving strategies. The main goal is to
understand that Math goes beyond formula and procedures, and the Philippines has
a culture of intellectualism. According to Paul Zeits, there are two approaches
to Math teaching: exercises and problem. In Exercise, it tests the students’
mastery of a narrowly focused technique. Problems can not be answered
immediately. It demands much thought and resourcefulness is a must before
proceeding to the right approach. This is the most common approach in the
Philippines. The speaker said that “To solve a problem is to find a way where
no way is known,” according to George Polya.
3. Through PS. This acquires ways of thinking
and habits of persistence and curiosity, and finally confidence in unfamiliar
situations. Polya’s Four Step Approach include 1) Understand 2) Devise a plan
to solve the problem 3) Carry out the plan and 4) Reflect. However there are
common difficulties which include the inability to read and comprehend the
problem, misinterpretation of the conditions of the problem, lack of strategy
knowledge, inability to translate or formulate the math form of the problem and
computational errors, carelessness and imperfect mathematical knowledge. There
are three concepts of PS lessons: teaching through, about and for PS.
4. Activity. The speaker conducted a task for the
participants and handed them a worksheet to be accomplished individually which
would serve as their output.
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