1. Number and Algebra Approaches to Teaching
By Louise Mollenhagen and Jessica Saez

2. Behaviourist's Approach
Refers to a theory of learning that is focused on external events as the cause of changes in observable behaviours of students (McInerney & McInerney, 2010)
Issues with Behaviourist Approach
Students are taught in a teacher-centred lesson or with direct instruction that can hinder students personal learning.
Relies heavily on good communication between the teacher and the students. If this is not achieved, then there will be a lacking in student understanding.
Using this approach, it is difficult to cater to the various learning styles of students.
McInerney, D. M., & McInerney, V. (2010). Chapter 6: Learning Theory, Social Cognitive Theory and Effective Learning. Educational psychology: constructing learning (5th ed., pp. 163). Frenchs Forest: Prentice Hall

3. Constructivist’s Approach
Students actively engage in the lessons by asking questions based on prior knowledge to construct new knowledge and understanding.
Issues with Constructivists Approach
Because this approach is ‘learner centred’, students can only engage with the content at their own levels. There is no expanding of knowledge. Student will in turn develop their own conceptual understanding of concepts and ideas
Student outcomes will not be met or they will not achieve at a high standard.
Unconfident students easily become overpowered by confidence students.

4. Behaviourist's Approach
Year 4 Number and Algebra
Number and Place Value
Investigate and use the properties of odd and even numbers (ACMNA071)
They are told what an ‘odd’ and an ‘even’ number is and explores student understanding through questioning.
Example of teacher directed discussion
We are going to look at some rules to odd and even numbers.
On the screen I have a picture of a apples + oranges. How many apples are there?
How many oranges are there?
How many people get an apple to eat for morning tea?
What happens when I add the apples and oranges together?
I have two odd numbers and when I add them together I get an even number.
Do we think that is true in all situations? Is it a rule in mathematics?
In pairs using a calculator, add different types of odd numbers and decide whether
this is a rule or not.
So we have decided that an odd number plus an odd number is an even number.
What happens when you add 3 odd numbers.
Addition
1) Even + Even = Even
2) Even + Odd = Odd
3) Odd + Odd = Even
Subtraction
1) Even – Even = Even
2) Even – Odd = Odd
3) Odd –Odd = Even
Multiplication
1) Even x Even = Even
2) Even x Odd = Even
3) Odd x Odd = Odd
Australian Curriculum Assessment and Reporting Authorities. (2014). The Australian Curriculum: Mathematics. Retrieved from

5. Constructivist’s Approach
Year 4 Number and Algebra
Number and Place Value
Investigate and use the properties of odd and even numbers (ACMNA071)
Perhaps have sums and they need to work out the answer and identify if the answer is odd or even and why they think so. (comprehension)
Example of a Student Inquiry Lesson
Have a look at these pictures. Without counting do you (students) think
it will be an even or an odd number of animals in the picture .
What if one animal ran or flew away. Would this change whether its
even or odd in the group?
Australian Curriculum Assessment and Reporting Authorities. (2014). The Australian Curriculum: Mathematics. Retrieved from
Images retrieved from