Pedagogical Approach for Teaching Linear Equations

This presentation discusses the pedagogical approach for teaching linear equations, focusing on strategies, technology, syllabus outcomes, and differentiation. It explores the use of physical and visual aids, the impact of information and communication technologies, and the benefits of internet access in schools. The presentation also includes examples of activities and homework assignments, as well as references for further reading.

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Table of Contents
Pedagogical approach
 Strategies
Technology
Syllabus outcomes
Differentiation

Pedagogical Approach (CPA)
It is a system of learning that uses physical and
visual aids to make students better understanding
about topic. It has been well accepted that
information and communication technologies
(ICTs) have immense potential to impact on the
learning of children, teachers, or teacher
academics, and others and they are exposed to the
educational system in our country. Provide new
and more effective ways to mitigate some of the
challenges faced (Dong, Chen & Hu, 2007).
Continue…..

Pedagogical Approach (CPA)
The Internet is a much more powerful
resource. Having access to the Internet in a
school can make a big difference in the
opportunities available to teachers and
students. Even if the internet is not available
in the school, some benefits can be derived
from the use of devices that can be connected
to the internet elsewhere to download
content that can be used offline.

Pedagogical Approach (CPA)

Pedagogical Approach (CPA)

Pedagogical Approach (CPA)

Strategies
Before the lesson:
Revision of teacher notes for linear equations
Preparing handouts for practicing examples 1 to 3
Introductory Activity (10 Minutes)
Divide the class room into three different groups to solve
three examples by each of the group.
Questions displayed on handout distributed
Motivate students to work on each problem with recording of
the following:
Process used by students to such problem
Prior knowledge to solve this.
Give opportunity to student to explain the process of solving
problem.

Strategies
Class Discussion (15 minutes)
Similarities and differences between three
examples:
What is known about variable.
How to hand out expression.
How to use substitute value for given
variable.
How to build function for present problem.
How to balance inequality in a equation.
What is the source of interpretation of
solution.

Strategies

Strategies

Strategies

Strategies
Self activity (5 minutes)
Have student’s complete 4th example.
Students will be asked to face partner once
finished.
Extension: Which questions other then this
could be asked about this context?

Strategies
Wrap- up – Mathematical terms review (10 minutes)
Develop a list of terms related with the unit in the class.
Motivating students to discuss the definition of each terms and
moving list on projector screen. Some of the examples include:
Variable
Linear
Expression
Function
Equation
Inequality
Independent and dependent variable

Strategies
Homework (20 minutes)
Give homework for solving handouts given to
each student, either through draw or using
sports equipment like football, racket and any
other equipment.

Technologies
Using graphics for better understanding
about equation
Playing podcasts relevant to linear equations
topic
Using latest software named computer
algebra system (CAS)
Adopting student centric approach
Applying model of Technological Pedagogical
Content Knowledge (TPCK)
Using Balance Model

Syllabus Outcomes
Conceptual understandings and skills over the course of
the unit were developed through applying different
strategies, approaches, patterns of abilities and learning
style of solving mathematical problems of linear equations.
Practices and fun activities like play with boxes and
plastics balls to better understanding of how to balance
equations with moving object effect (Herring, Koehler &
Mishra, 2016).
Prior knowledge: It was also analyzed; what students
already know and at what level. How easily he/she grasp
the teaching and logic present for linear equations. What
is level of calculating values by child and where he/she
stuck with?

Differentiation

Differentiation
Olivia:
List of separate materials
Given opportunity to complete a task
Provide opportunity to explain
Asked for her plan about how she is going to approach particular
problem
Jacob:
Listen: Teacher will listening to the experiences of Jacob and also
provide him opportunity to share and express his feelings of
worry, anxiety, fear and other concerns.
Protect: He will be provided physical as well as emotional safety.
Connect: He will be allowed to more engage himself in group
activities through assigning particular role. He will also be
allowed to tackle a task in a group under his supervision.

References
Dong, L., Chen, X., & Hu, Z. (2007). Application of artificial neural
networks for the determination of proteins with CPA-pI by rayleigh
light scattering technique. Journal of luminescence, 124(1), 85-92.
Van Driel, J. H., & et.Al., (1998). Developing science teachers'
pedagogical content knowledge. Journal of Research in Science
Teaching: The Official Journal of the National Association for
Research in Science Teaching, 35(6), 673-695.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources,
and development of pedagogical content knowledge for science
teaching. In Examining pedagogical content knowledge (pp. 95-
132). Springer, Dordrecht.
Herring, M. C., Koehler, M. J., & Mishra, P. (Eds.).
(2016). Handbook of technological pedagogical content knowledge
(TPACK) for educators. Routledge.

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