MTHT 201_UNIT 1_SESSION 1_08-28-24.pdf

WELCOME ! GROUP 1 ( )  Magical Journey through Mathematics Education (08/28/24) Magical Moments with God - 3 mins Magical Moments with Ma'am Che - 10 mins Sharing of Pledge and 10 Habits - 7 mi...

WELCOME ! GROUP 1 ( )  Magical Journey through Mathematics Education (08/28/24) Magical Moments with God - 3 mins Magical Moments with Ma'am Che - 10 mins Sharing of Pledge and 10 Habits - 7 minutes Introduction of Discussants - 3 minutes Motivational Activity- 7 minutes Discussion Proper- 45 minutes Wrap up - 3 minutes  Prayer “Heavenly Father, We come before you today to ask for your guidance and wisdom as we begin this class. We ask for your help in understanding the material and retaining the knowledge we will gain. We ask for your protection as we engage in discussions and activities. Please bless our teachers with the strength and patience they need to lead this class. We also ask for your grace and mercy to forgive us for any mistakes or sins we may commit. We thank you for the opportunity to learn and grow in your presence. We trust in your provision and love, and we pray all these things in Jesus’ name, Amen.” Encanto: A Magical Journey Through Mathematics GROUP 1 ( ) Education Group 1 ( ) Karyl Mae Abria Krystal Mae Josse Arban Ma. Lyn Mae Alaestante Balidiong MEMBERS LJ Bryan Maria Lyn Jhie Ann Balofiños Bayot Buenavista  Motivational Activity The Casa sipnayan Hall: Guessing the Right Door Motivational Activity The Casa sipnayan Hall: Guessing the Right Door Welcome to the first stage of the journey Let’s help protect and strengthen our Casa Sipnayan by opening the correct doors that would lead us to the truth which is the key to rekindling the miracle and fixing the cracks! Motivational Activity The Casa sipnayan Hall: Guessing the Right Door INSTRUCTION: The question will be read twice. You will have 5 seconds to choose your answer. After selecting your answer, you will have 10 seconds to line up at the door you think opens to the right answer. If the door contains a gift box, then it is the correct answer. If the door contains a door knob, it is not the correct answer. Player/s who successfully open all the correct doors will be rewarded. Motivational Activity Critical and Critical Critical Mathematic- Thinking Thinker and ally and Proficient The Casa sipnayan Efficient Problem Problem Solver Solving Solver Hall: Guessing the Right Door A. B. C. Question What are the twin goals of Mathematics Education in the K-12 Curriculum? Motivational Activity The Casa sipnayan Hall: Guessing the Right Door Question What are the goals of Mathematics Education in the K-12 Curriculum? Motivational Activity Cooperative Problem- Construct- ivism Learning based Learning The Casa sipnayan Hall: Guessing the Right Door A. B. C. Question The following are the learning theories that support the framework of Mathematics Education EXCEPT Motivational Activity The Casa sipnayan Hall: Guessing the Right Door Question The following are the learning theories that support the framework of Mathematics Education except Motivational Activity Assessment Curriculum Planning The Casa sipnayan Hall: Guessing the Right Door A. B. C. Question The following are the pillars of Matatag Curriculum. Which one is not? Motivational Activity The Casa sipnayan Hall: Guessing the Right Door Question The following are the pillars of Matatag Curriculum. Which one is not? Motivational Activity Being Being Being independent inclusive innovative The Casa sipnayan Hall: Guessing the Right Door A. B. C. Question These are the principles of instructions under MATATAG Curriculum Instructional Design Framework except... Motivational Activity The Casa sipnayan Hall: Guessing the Right Door Question These are the principles of instructions under MATATAG Curriculum Instructional Design Framework except... Motivational Activity Explore Engage Experience The Casa sipnayan Hall: Guessing the Right Door A. B. C. Question These Learning Events in Instructions enable learners to understand and connect with the material they are learning. Motivational Activity The Casa sipnayan Hall: Guessing the Right Door Question These Learning Events in Instructions enable learners to understand and connect with the material they are learning.  Unit I: Conceptual Framework of Mathematics Education and Underlying Principles and Strategies Unit I: Conceptual Framework of Mathematics Education and Underlying Principles and Strategies 1. Goals in Mathematics Education 1.1 Mathematics Content and Learning Competencies in Grades 7 to 10 1.2 Matatag Curriculum  1. Goals in Mathematics Education Introduction. This lesson focuses on the twin goals of Mathematics Education in the K to 12 Curriculum which are Critical Thinking and Problem Solving. Objectives At the end of this lesson, students should be able to: Identify the goals in teaching mathematics in the current curriculum Understand how these goals can be achieved Discuss the underlying learning principles and theories supporting the Mathematics Curriculum  Mathematics is one subject that pervades life at any age and in any circumstance. Thus, its value goes beyond the classroom and the school. Mathematics as a school subject, therefore, must be learned comprehensively and with much depth.  GOAL: Critical Thinking and Problem Solving Critical thinking, according to Scriven and Paul (1987) is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or These two goals are to be achieved communication, as a guide to belief and action. with an organized and rigorous On the other hand, according to Polya (1945 & 1962), curriculum content, a mathematical problem solving is finding a way well-defined set of high-level skills around a difficulty, around an obstacle, and and processes, desirable values finding a solution to a problem that is and attitudes, and appropriate unknown. tools, taking into account the different contexts of Filipino learners.  SKILLS & VALUES & MATHEMATICAL CONTENT CONTEXT PROCESSES ATTITUDES TOOLS Knowing and understanding Estimating, computing and Beliefs, solving Numbers and Manipulative Environment, Visualizing and Number Sense objects Language and modeling Accuracy Measurement Measuring devices culture that Representing Creativity Geometry Calculators and include and Objectivity Patterns and computers traditions and communicating Perseverance Algebra Smart phones and practices, Conjecturing, Productivity Probability tablet PCs Learner’s prior reasoning, and Statistics. Internet knowledge and proving, and experiences. decision- making Applying and connecting  Framework is supported by the following underlying learning principles and theories: Experiential and Situated Learning, Reflective Learning, Constructivism, Cooperative Learning and Discovery and Inquiry-based Learning. The mathematics curriculum is grounded in these theories. Experiential Learning as advocated by David Kolb is learning that occurs by making sense of direct everyday experiences. Experiential Learning theory defines learning as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience" (Kolb, 1984, p. 41). Reflective Learning refers to learning that is facilitated by reflective thinking. It is not enough that learners encounter real-life situations. Deeper learning occurs when learners are able to think about their experiences and process these, allowing them the opportunity to make sense of and derive meaning from their experiences. Situated Learning, theorized Cooperative Learning puts by Lave and Wenger, is premium on active learning learning in the same context in achieved by working with which concepts and theories fellow learners as they all are applied. engage in a shared task. The mathematics curriculum allows for students to learn by asking Constructivism is the theory relevant questions and discovering that argues that knowledge is new ideas. Discovery Learning and constructed when the learner Inquiry-based Learning (Bruner, is able to draw ideas from 1961) support the idea that students learn when they make use of his/her own experiences and personal experiences to discover connect them to new ideas. facts, relationships, and concepts.