The box below presents an example of how a mathematical concept is
introduced using the GASING approach.
Example:Lesson 1: The Meaning of Multiplication
Time: 15 minutes
Teaching steps:- Using cards that have pictures of mangoes on them:
a. The teacher takes five cards, each has two mangoes.
b. The teacher asks the students, how many mangoes are on the cards altogether?
c. The teacher explains that the number of mangoes is 2+2+2+2+2, a calculation
which can be worked out by writing the number ‘2’ five times, then adding
them up.
d. Then the teacher simplifies that with: 5 [ ] 2, and explains: there are five cards,
each has 2 mangoes.
e. Then the teacher replaces [ ] with x. And explains that 5 [ ] 2 can also be written
as 5 x 2.
f. So, 5 x 2 = (2+2+2+2+2) = 10. So, 5 x 2 = 10.- The teacher asks the students to repeat the method using different examples,
such as the number of wheels of six cars, the number of wheels of eight
motorcycles, and so on.
Source: Surya, 2011, p. 28.
From the observation of a GASING training session, it was found that there
are various ways through which GASING is implemented in the classroom.
The most common approaches use exercises and songs. In introducing a
mathematical concept, the teacher finds a simple way of explaining the
concept (like the picture-cards example) and asks the students to do some
exercises. Another way teachers help students to understand a concept and
make learning fun, is by singing a popular song and changing the lyrics to
words that explain a mathematical concept.
According to Resource Person A, Surya introduced the GASING method
to the public in 2011, following careful experimentation with a number
of students. To further spread the method, Surya established the Surya