Republic of the Philippines

NDC-Tagum Foundation Inc.

Apokon Road, Tagum City

PORTFOLIO IN EDUCATION 7
(Principles of Teaching 2)
In partial fulfillment of the requirements for the degree
of Bachelor of Secondary Education

Submitted by:
JOHNPAUL B. MASILLONES
(BSED-MATH)

Submitted to:
LUDIVINA AVELINO BOJA, Ed.D
(Instructress/Teacher)

March 2019
 ACKNOWLEDGEMENT
“I never did anything alone. Whatever was
accomplished in this country was accomplished
collectively.” – Golda Meir

Putting together this portfolio has been a

challenge. Organizing all of the information and putting
it into a presentation form that would appropriately
express my personality and all that I’ve learned didn’t
seem possible at first.

This portfolio would not have been possible

without the support of many people. I gladly express
my gratitude to my friends who was abundantly helpful
and offered invaluable assistance, support and
guidance.

Deepest gratitude is also due to our Teacher,

Ludivina Avelino Boja, Ed.D, without her our
knowledge and assistance of this study would not
have been successful.

In this, I want to express my love and gratitude to

my beloved family for their understanding and endless
love; through the duration of my studies I do
appreciate it and a big thanks to our Almighty God who
enlighten my mind throughout this journey.

I would like to finish my acknowledgement with a

significant phrase that Helen Keller once said: “Alone
we can do so little; together we can do so much.”
TABLE OF CONTENTS
 LEARNING OUTCOMES
At the end of the lesson, the students will be able to:

 Discuss the intended outcomes, scope, guiding

principles, approaches and methods in teaching
Mathematics.
 Describe the nature of Math;
 Explain the goals of the teaching of Math;
 Examine the alignment of learning outcomes to
standards – key stage, learning area – to the
goals of teaching Math;
 Give examples on how values inherent in math
can be integrated in the teaching of Math;
 Discuss the educational theories on which the
teaching of Math is anchored;
 Cite the implications of these educational theories
to the teaching of Math;
 Explain at least three guiding principles in the
teaching of Math;
 Illustrate spiral progression approach in teaching
Math with an example.
 INTRODUCTION

A number of students are scared of Math. Many

struggles in their Math subjects for one reason or
another. Your mission as a Math teacher is to reduce,
if not eliminate, the fear or the negative attitude
towards Math. How should it be taught so that it
becomes a palatable menu and that students begin to
like it and in effect fall in love with it.

Many people say that they had negative

experiences of learning Math in the past – usually at
school. For someone to return to education in Math is
often a huge step and can be motivated by a number
of factors, such as:
  Needing to pass a course that requires Math
assessment.
 Needing to pass a one-off test, such as an entry
test for a course or job
 Wanting to help children with their school work
 Wanting to learn something that they always
wanted to crack – common topics that learners
mention are long division and fractions
 Wanting to better themselves generally

If someone wants to return to learning they have

probably overcome many barriers already. If
someone needs to learn then they might have some
anxiety.
Of course for some learners Math may be something
they never had the chance to learn formally or achieve
certificates in, so don’t assume that everyone has
been scarred. Some people even enjoy it!
DEFINITION OF TERMS
 SUMMARY
Mathematics is a many-splendored thing. It is a
science of patterns and relationships, a ways of logical
and creative thinking, an art, a language, a
multidisciplinary discipline.

According to the Math conceptual framework

contained in the K to 12 Curriculum guide of DepEd,
the twin goals of Math teaching are critical thinking and
problem solving.

Math teaching as shown in the K to 12 Curriculum

Guide is based on the following educational theories:
1) experiential and situated learning, 2) reflective
learning, 3) constructivism, 4) cooperative learning, 5)
discovery and 6) inquiry-based learning.

Based on these educational theories the following

principles should guide the teaching of Math:

1. The teaching of Math should be a balance of

conceptual and procedural approach. Teach facts
and formulate but teach also the “why” behind the
formulae to deepen conceptual understanding.
The conceptual understanding serves as a
scaffold upon which students build their
procedural knowledge (balance principle).

2. Teach from the inactive to the iconic and symbolic

levels. Begin with the concrete and slowly
proceed to the abstract. The use of manipulatives
makes teaching concrete. But this should lead to
 images (mental pictures) and then symbols like
words and mathematical formula.

3. The teaching of Math should be assessment-

driven and assessment-data based. Assessment
should be used primarily to ensure learning.

4. Employ experiential and situated learning,

integrated, reflective learning, constructivism,
cooperative learning and discovery and inquiry-
based learning, problem-solving that involves
real-world tasks.
 CONCLUSION

The balanced and integrated development of all

five strands of mathematical proficiency requires that
various elements of the school curriculum— goals,
core content, learning activities, and assessment
efforts—be coordinated toward the same end.
Achieving that coordination puts heavy demands on
instructional programs, on the materials used in
instruction, and on the way in which instructional time
is managed. The curriculum has to be organized within
and across grades so that time for learning is used
effectively. Instead of cursory and repeated treatments
of a topic, the curriculum should be focused on
important ideas, allowing them to be developed
thoroughly and treated in depth. The unproductive
recycling of mathematical content is to be avoided, but
students need ample opportunities to review and
consolidate their knowledge.
Instead of cursory and repeated treatments of a topic,
the curriculum should be focused on important ideas,
allowing them to be developed thoroughly and treated
in depth.
 RECOMMENDATION
Prospective teachers need mathematics courses
that develop a solid understanding of the mathematics
they will teach. The mathematical knowledge needed
by teachers at all levels is substantial yet quite
different from that required in other mathematical
professions. Prospective teachers need to understand
the fundamental principles that underlie school
mathematics, so that they can teach it to diverse
groups of students as a coherent, reasoned activity
and communicate an appreciation of the elegance and
power of the subject. Thus, coursework for prospective
teachers should examine the mathematics they will
teach in depth, from a teacher’s perspective.

Coursework that allows time to engage in

reasoning, explaining, and making sense of the
mathematics that prospective teachers will teach is
needed to produce well-started beginning teachers.
Although the quality of mathematical preparation is
more important than the quantity, the following
recommendations are made for the amount of
mathematics coursework for prospective teachers.

i. Prospective elementary teachers should

be required to complete at least 12
semester-hours on fundamental ideas of
elementary mathematics, their early
childhood precursors, and middle school
successors.
ii. Prospective middle grades (5–8) teachers
of mathematics should be required to
complete at least 24 semester-hours of
mathematics that includes at least 15
semester-hours on fundamental ideas of
school mathematics appropriate for middle
grades teachers.

iii. Prospective high school teachers of

mathematics should be required to
complete the equivalent of an
undergraduate major in mathematics that
includes three courses with a primary
focus on high school mathematics from an
advanced viewpoint.
REFERENCES
 (Student’s Profile)

Name: JOHN PAUL B. MASILLONES

Age: 21 years old
Date of Birth: January 12, 1998
Place of Birth: Panabo City
Height: 5’5
Weight: 55 kg.
Civil Status: Single

(Family Background)

Father’s Name: Rogelio L. Masillones

Age: 55 years old
Occupation: Laborer
Mother’s Name: Charline B. Masillones
Age: 50 years old
Occupation: OFW

(Educational Background)

Elementary: Ramon Magsaysay Elementary School

Year Attended: 2005-2011
Secondary: Don Manuel A. Javellana Memorial National High School
Year Attended: 2011-2015
Tertiary: NDC-Tagum Foundation Inc.
Year Attended: 2017-Present
Course: Bachelor in Secondary Education Major in Mathematics