6. How would you convince a fellow teacher that using calculators could be helpful when learning mathematics? As stated by the text, many teachers do not see the importance or value of using calculators in the classroom. Many teachers feel that students’ understanding of basic mathematical skills would suffer with the use of calculators, and personally I have shared these similar feelings about the use of calculators. But the textbook gives several positive rationales for the use of calculators in the classroom. I would use explain these rationales and research to my co-worker who may be hesitate to use calculators in the classroom. One rationale stated in the textbook is that research has proven that the use of calculators does not interfere …show more content…
What factors affect successful problem solving, and what problem-solving strategy might be effective to help students become better math problem solvers? Students with learning disabilities often struggle with problem solving. Many special needs students have difficulty with reading, and thus cannot understand the traditional word problem. Students with learning disabilities often have difficulty the logical reasoning as well. “It is also common that their mathematics education has focused primarily on operations and not on understanding the reasons for operations or even a thorough understanding of the numbers that are involved in operations”, (Sharon Vaughn, 2015, p. 387). The textbook gives several suggestions on effective problem-solving strategies, such as teaching the “big idea”. This means teaching students the big idea or principle, thus aiding the students in applying these big ideas or principles to subordinate concepts. One way that I try to teach the “big idea” in my classroom is to provide real-life examples for students to problem solve. Another teacher strategy that aids in students understand of problem solving is sameness analysis. “The idea is to connect math concepts so that students see the ways in which aspects of mathematical problem solving are the same”, (Sharon Vaughn, 2015, p. 387). Sameness analysis, is one of the strategies that I used often when I taught fourth grade. I always felt that students gained a better understanding word problems, when they could identify the type of word problem they were trying to
Whenever learning about this project for SMED 310, I wanted to pick out a learner who I knew had a low self-concept and low self-efficacy in their mathematics ability. After thinking back over the years, I remembered a friend I had in high school who had struggled with their math courses. Matthew Embry, a freshman at Western Kentucky University, is looking to major in Sports Management. Whenever I was a senior in high school, we played on the same sports team. Throughout my senior year, I helped him with his Algebra 1 class. When I would help him after a practice, I could tell he struggled with the material. As a mathematics major, I have taken numerous math courses. By teaching him a lesson dealing with football, Matthew was able
In the Variables and Patterns of Change (Annenberg Media, 2004), we are introduced to two classrooms during their first week of instruction. The first class is Ms. Green’s algebra. Ms.Green uses real life situation of wanting to get a pool in her backyard to teach dimensions and equations. During the example, she helps to guide the students learning by asking leading questions to help them figure out the problem. Once they understand the problem, she puts them into groups to figure out dimensions of different pool sizes and how many tiles it would surround them. While in groups, Ms. Green goes to each group to check their progress and answer any question.
Over the past few decades, technology has advanced significantly. The use of calculators, computers, and other techniques in many fields has increased. On a large scale, technology is replacing traditional methods of instruction in the field of education. Many people believe that adopting technology in the learning process can increase productivity. However, David Gelernter, a professor at Yale University and a leading figure in the field of technology, suggests limiting the use of technology in the classroom in his article “Unplugged: The Myth of Computers in the Classroom,” published in the New Republic magazine in 1994.
David Gelernter author of the essay, “Unplugged: The Myth of Computers in the Classroom,” used some rhetorical appeals but not many in his essay, whilst trying to logically persuade his audience that computers could be utilized in the classroom, but under certain stipulations. Gelernter has great credibility for speaking on education and technology, as he is a professor of computer science at Yale University, so he more than anyone should know the outcomes of using a computer as a tool while teaching. However, when it comes to technology a lot of older generations usually are pretty biased when discussing technologies advancements, Gelernter still had some very good points! Using computers while teaching our young children can be useful but with strict moderations; when, where, and why, because if not heavily monitored, computers could be extremely detrimental to the learning experience and processes for many students.
Many people will agree with her argument because students have learned that way for many years and it has worked. It is also a common fact that when a person writes something down with a pen or pencil, they are more likely to remember the information rather than typing it. Author, Mary Ann Matras continues to explain more about why the pencil is a powerful tool. ” When a student can use a pencil to do a calculation faster than and as well as, he or she can do it with a computer or calculator, then the tool for the job should be the pencil,” Mary Ann Matras states. Another issue that classrooms have with technology is that it takes away class time.
To investigate the notion of numeracy, I approach seven people to give their view of numeracy and how it relates to mathematics. The following is a discussion of two responses I receive from this short survey. I shall briefly discuss their views of numeracy and how it relates to mathematics in the light of the Australian Curriculum as well as the 21st Century Numeracy Model (Goos 2007). Note: see appendix 1 for their responses.
In order for a child to achieve academically, the child must master basic facts. A child's progress with problem-solving, algebra and higher-order math concepts is negatively impacted by a lack...
Solving problems is a particular art, like swimming, or skiing, or playing the piano: you can learn it only by imitation and practice…if you wish to learn swimming you have to go in the water, and if you wish to become a problem solver you have to solve problems. -Mathematical Discovery
However, technology should never substitute the fundamental learning in our educational systems. Specifically, in primary school, building a firm fundamental education is crucial. Seeing children still using fingers to do simple math in second grade is not a good sign of academic improvement. Though the students may easily figure out the answers by using a calculator, before letting the children get any closer to these technical gadgets, they have to first learn to figure out the answers themselves.... ... middle of paper ... ...
Sherley, B., Clark, M. & Higgins, J. (2008) School readiness: what do teachers expect of children in mathematics on school entry?, in Goos, M., Brown, R. & Makar, K. (eds.) Mathematics education research: navigating: proceedings of the 31st annual conference of the Mathematics Education Research Group of Australia, Brisbane, Qld: MERGA INC., pp.461-465.
Some say that technology is a distraction and hinders the students from fully learning and developing important skills that they claim only the interactions with the teacher can provide. Teachers have said that technology is a powerful tool that allows them to introduce and demonstrate learning activities in a completely new way. It has been studied and proven that most kids are more motivated and interested in the concepts they are supposed to learn when the teaching tool of technology is used. A fifth grade teacher stated, “Technology is the ultimate carrot for students. It's somet...
As with every academic subject, there are a variety of strategies for teaching mathematics to school-aged students. Some strategies seem to be better than others, especially when tackling certain topics. There is the direct instruction approach where students are given the exact tools and formulas they need to solve a problem, sometimes without a clear explanation as to why. The student is told to do certain steps in a certain order and in turn expects to do them as such at all times. This leaves little room for solving varying types of problems. It can also lead to misconceptions and students may not gain the full understanding that their teachers want them to have. So how can mathematics teachers get their students to better understand the concepts that are being taught?
Much current work involves identifying the cognitive components (such as memory and attention span) used in problem-solving activities. Researchers also are trying to identify the processes that occur in the transition from one level of thought to the next. Another area of investigation is the cognitive components in reading and arithmetic. It is hoped that this research will lead to improved methods of teaching academic skills and more effective remedial teaching.
...nd make similar problem situations, and then, they provided the students with a little bit of practice because practice makes perfect! After that, teachers may put the students on the situation given just now.
During my education, teachers have had many more resources available to them than they did during my Grandpa's time. Calculators, computers, and TV are everyday tools used for teaching. Teachers taught us how to use a calculator at a very early age. Since the fifth grade, I have used a computer to write or research most of my asiments. Every year, the amount of work I do on a computer increases.