Learning methods simply mean a person’s natural desired way of take in, managing and memorizing new content and skills. There are three major models that look at the way on how a person learns best including: auditory, visual, and sense of touch. Auditory is when a person learns through conversation such as listening and talking. Visual is when a person learns through imitating such as observing and copying. Sense of touch is when a person learns through physical actions such as movement and touch. Different learning methods are being taught by teachers to teach mathematic skills to 2nd graders in today’s classroom, but only certain learning methods can enhance the learning experience for the students. In the long run, this could help students to build a solid foundation for their mathematic skill and succeed in their future academic school years.
Analysis of Learning Methods
Cover, Copy and Compare (CCC) is a learning method that requires students to look at a correct example such as a math statement and its answer. Then, students cover the example and jot down the example and its answer. Lastly, students check their answer with the example; if the student's answer the example correctly such as matches the example’s answer, the student can moves on to the next example. On the other hand, if the student's answer is incorrect, he or she has to re-answer the example with the correct answer before he or she could move on to the next example (Poncy, McCallum & Schmitt, 2010).
Facts That Last (FTL) is a learning method that promotes students’ understanding of the basic concepts of subtraction. First, students were given a proper amount of math statements to practice on. Then, the teacher teaches students strategies to unders...
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...e research. Though, the researchers used several data sets to form their outcomes for the research. Within the seven months test period, the results showed that students were significant improved overall on their mathematics skills (Sherman & Catapano, 2011).
Different learning methods are being taught by teachers to teach mathematic skills to 2nd graders in today’s classroom, but only certain learning methods can enhance the learning experience for the students. Sooner or later, this could help students to build a solid foundation for their mathematic skill and succeed in their future academic school years. Learning methods that included all three of the major models such as: auditory, visual and sense of touch tend to be more effective than those learning methods that just included one or two major models in developing mathematic skills for 2nd grade students.
(1993) ‘Integrating theory and practice through instructional assessment’. Educational Assessment, 1(4). [Online] Available at: http://math.arizona.edu/~cemela/english/content/shortcourses/assessment/Day%25204%2520Reading.pdf (Accessed: 14 October 2015).
United States. National Center for Education Statistics. Long-Term Trends in Student Mathematics Performance. Sep. 1998. Web. 2 May 2009. .
Sorby, S., Casey, B., Veurink, N., & Dulaney, A. (2013). The role of spatial training in improving spatial and calculus performance in engineering students. Learning and Individual Differences, 26, 20-29.
Analysis – Informal observations and asking questions will allow me to see if students are able to decontextualize real-life situations, and then apply this understanding into symbolic (numbers, drawings) representation. Summative assessment will provide further information on students’ ability to apply their knowledge and skills to solve a problem.
For most people who have ridden the roller coaster of primary education, subtracting twenty-three from seventy is a piece of cake. In fact, we probably work it out so quickly in our heads that we don’t consciously recognize the procedures that we are using to solve the problem. For us, subtraction seems like something that has been ingrained in our thinking since the first day of elementary school. Not surprisingly, numbers and subtraction and “carry over” were new to us at some point, just like everything else that we know today. For Gretchen, a first-grader trying to solve 70-23, subtraction doesn’t seem like a piece of cake as she verbalizes her confusion, getting different answers using different methods. After watching Gretchen pry for a final solution and coming up uncertain, we can gain a much deeper understanding for how the concept of subtraction first develops and the discrepancies that can arise as a child searches for what is correct way and what is not.
Elementary school is the place where one learns the basic principle of math, English, and science. If a child can’t master simple concepts such as addition or spelling; then they are not fit to move on to the next grade where they learn even more advanced concepts. Some people say that if a student is hel...
Students were also exposed to other division strategies like partial quotients ad traditional long division. They were assessed on this with an exit slip. The students in the “Minions” were able to perform the best on this, as these students are a bit more advanced and have been practicing on Summit as well. Students in the “Mickey Mouse Club” were able do well on this to, but they have shown to be stronger using just one strategy, not at applying both. The students in the “Looney Toons” and “Peanuts” struggled a bit with this, they were only asked to choose one strategy, but they were not able to do it successfully. They either made simply computation errors, or forgot a few essential steps. In order to help with this, a mnemonic device was created as
The purpose of Chapter two is to review literature related to the major variables within the study. Two literature reviews were conducted. The first literature review examined the retention rates and low standardized test scores on Students taking Middle School Math. This follows the purpose of the conceptual framework, the Keller’s ARCS model(1987). Here, there will be literature related to inform the study that is related to the research design, intervention design, and measurement instruments. Lastly there will be a section on the Conceptual Framework.
Breaking down tasks into smaller, easier steps can be an effective way to teach a classroom of students with a variety of skills and needs. In breaking down the learning process, it allows students to learn at equal pace. This technique can also act as a helpful method for the teacher to analyze and understand the varying needs of the students in the classroom. When teaching or introducing a new math lesson, a teacher might first use the most basic aspects of the lesson to begin the teaching process (i.e. teach stu...
The data gained from standardised test can be used as evidence to compare mathematical achievement at a state, school or class level but could also be used to diagnose students’ strengths and weakness to refine teaching programs (Reys et al., 2012). Saubern (2010) maintains standardised tests provides teachers with relevant and useable feedback on student achievement and learning, but the timing of the tests and reporting schedule don’t always meet the classroom teacher’s need for timely and current knowledge. One of the main criticisms of standardised tests is they emphasise recalling facts and teachers encourage rote and superficial learning instead of thinking and problem solving skills (Black & Wiliam, 2010;Woolfolk & Margetts, 2010). Standardised tests do not require students to demonstrate their thinking, the grading function are overemphasized, while the giving of useful advice and the learning function are underemphasized (Black & Wiliam, 2010; Booker et a., 2010). Perso (2009) argues many Australian students may struggle to read and interpret questions on the NAPLAN numeracy test because they are not taught the literacy skills in their mathematics learning
There are four ways to learn with the senses. They are: auditory, visual, tactile, and kinesthetic. When asking an educator whether the all the students learn the same they will say “No”. However, that knowledge isn’t brought into a classroom. A classroom is normally 90% lecture and question and answering, but only two or three students will...
As a secondary subject, society often views mathematics a critical subject for students to learn in order to be successful. Often times, mathematics serves as a gatekeeper for higher learning and certain specific careers. Since the times of Plato, “mathematics was virtually the first thing everyone has to learn…common to all arts, science, and forms of thought” (Stinson, 2004). Plato argued that all students should learn arithmetic; the advanced mathematics was reserved for those that would serve as the “philosopher guardians” of the city (Stinson, 2004). By the 1900s in the United States, mathematics found itself as a cornerstone of curriculum for students. National reports throughout the 20th Century solidified the importance of mathematics in the success of our nation and its students (Stinson, 2004). As a mathematics teacher, my role to educate all students in mathematics is an important one. My personal philosophy of mathematics education – including the optimal learning environment and best practices teaching strategies – motivates my teaching strategies in my personal classroom.
Kirova, A., & Bhargava, A. (2002). Learning to guide preschool children's mathematical understanding: A teacher's professional growth. 4 (1), Retrieved from http://ecrp.uiuc.edu/v4n1/kirova.html
A somewhat underused strategy for teaching mathematics is that of guided discovery. With this strategy, the student arrives at an understanding of a new mathematical concept on his or her own. An activity is given in which "students sequentially uncover layers of mathematical information one step at a time and learn new mathematics" (Gerver & Sgroi, 2003). This way, instead of simply being told the procedure for solving a problem, the student can develop the steps mainly on his own with only a little guidance from the teacher.
Allowing children to learn mathematics through all facets of development – physical, intellectual, emotional and social - will maximize their exposure to mathematical concepts and problem solving. Additionally, mathematics needs to be integrated into the entire curriculum in a coherent manner that takes into account the relationships and sequences of major mathematical ideas. The curriculum should be developmentally appropriate to the