A Microteaching Strategy in Mathematics as Used with Grade V Pupils of the Panghayaan Elementary School

Abstract

INTRODUCTION

Teaching Mathematics is a challenging yet inspiring task because it deals with seemingly nebulous caverns of formulas, principles, laws, axioms, postulates that relate exhaustively with human life. In this regard, every Mathematics teacher is compelled to tackle the mathematical vertebra of his job endeavors to develop pupil's capacity for critical thinking and logical reasoning which are the principal tools of Mathematics appreciation.

METHODS

Multiple methods were used like checklist and survey form to attain the objectives of this study. It was validated, distributed, tallied and interpreted to determine the effectiveness of microteaching strategy in Mathematics Instruction.

RESULTS

The respondents used conventional methods of teaching Mathematics. There were many topics in Mathematics in which microteaching can be applied. Using videos and other visual aids in teaching Mathematics, microteaching could have better results, indicating this is more effective in a small group of pupils.

DISCUSSIONS

The most common methods and strategies used by elementary Mathematics teachers were the recitations, cooperative teaching, and inductive method. The topics were microteaching could be applied were solving 2-3 step word problems involving fractions, changing fractions to lower/higher term, changing dissimilar fractions to similar fractions and adding numbers in mixed forms with similar and dissimilar fractions without and with regrouping. Knowledge acquisition, skill acquisition, and transfer are the three different phases of microteaching. Knowledge acquisition phase is the preparatory, pre-active phase in which the teacher gets trained on the skills and components of teaching through lectures, illustration, and demonstration of the skill by the experts.