For this reason, teachers and administrators have developed teaching strategies and techniques that help children improve their learning in mathematics. One of the most effective of these techniques that has been tested in multiple classrooms across the country is called cooperative learning. Cooperative learning is when small groups of students work jointly and help each other to learn new material and work out problems with the supervision and assistance of the classroom teacher (Artzt, 2-3). This teaching strategy is often beneficial because it helps to improve social skills and communication in mathematics, and increase academic motivation and achievement; however, there are some concerns that teachers do not know how to properly implement cooperative learning and students may not fully understand its concepts. Because students are required to work together, voice their opinions, and help each other learn the material, cooperative learning improves their social skills by showing them the importance of demonstrating respect and patience to their classmates (Artzt, 4).
Mathematics Curriculum Research for K-6 Students An effective curriculum uses essential mathematical ideas in a way that students can understand how new concepts build on existing knowledge of concepts to learn to solve problems. Students must be taught a variety of concepts that are important to success in future grades without wasting their time. Curriculum issues discussed in this paper are (a) influence on mathematics content in the past 25 years, (b) development of mathematics curriculum, (c) mathematics that should be taught, and (d) problems with U.S. mathematics versus those of other countries (NCTM, 2009). Influence on Mathematics Content School administrators along with local school boards have previously had the most influence on the content of mathematics. Over the past 25 years concern has shifted to the state and national levels.
Philosophy of Education I believe all students have the potential to think critically and mathematically. However, each student manifests this ability at a different level and pace. Thus, it is the role of the teacher to facilitate learning by providing each student with the opportunity to grasp mathematical concepts. Too often teachers assume that only those who have demonstrated a high level of achievement in the classroom will be able to experience higher-order problem solving situations. Often, problems that require critical thinking are simplified to mere procedures and rules.
Using Tangrams To Explore Mathematical Concepts Representations have always been a very important part of teaching mathematics. The visuals and hands on experiences help to aide the teachers by assisting them in relaying important topics and concepts to the students. By having a representation, the students are more likely to remember what they have learned, and recall the lesson when it comes time to take a test or do their homework. Within mathematics, many different manipulatives are used to enhance learning. Among the most commonly used are tangrams.
“A successful learner in mathematics involves constructing understanding through exploration, problem solving, discussion and practical experience and evidentially through a teacher who has a clear grasp of the underlying structure of the mathematics being taught” (Haylock 2010:3). Analysing my personal journey through mathematics will allow me to explore if my experiences have influenced my attitudes towards mathematics. Beginning by exploring the ways in which I was taught as a child, examining what framework was used for the teaching of mathematics, before continuing to explore if education reforms and learning strategies could have influenced by experiences. Concluding by reflecting on my attitude towards mathematics as an adult and trainee teacher, discussing how they will affect or influence the methods of teaching I will adopt. Entering formal education in 1991 I was taught by means of the revised version of mathematical national curriculum 1991 (DfE 2013b) brought about by the Educational Reform Act 1988.The main two principles of the national curriculum were: firstly to ensure all pupils learn and achieve and secondly to promote pupils spiritual, moral, social and cultural development (DES 1987) The basis of therevised curriculum and its associated testing was to standardise the content taught across schools in order to raise standards of attainment in mathematics.
Mathematic is one of the significant concepts in life that people dealt with in everyday living. In fact, most people did not recognize it. Teaching mathematic is not easy, in reality, most students hate math apart from other subjects. Most students say that it is very difficult and contains a lot of calculations and using of formulas. In fact, it is all about how to teach it and what teaching approach to use in order to attract the interest of the learners and how the approach can broaden and widen the learners learning abilities.
She loves seeing the way students react when they get something correct or their dedication when they cannot get something correct. She believes the role of the student is to challenge the teacher respectfully and ask questions, and to learn all that they can from her. Students are supposed to use their teacher to their fullest power because we are there to help. Students should pay attention to the entirety of the math lesson and be able to explain it in their own
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.
Coming into the teaching profession not knowing a lot, I was able to use previous experience from previous teachers to understand how important it is to understand whether or not students really understand the subject being taught. Having a passion to teacher also improves how much work teachers have to put into to make sure students understand. Growing up, I had the opportunity to experience what it was like to have a teacher was passionate about mathematics. This particular opportunity showed me how much effect he was able to put on his students performance, but most importantly how much effort he had to put into things to see a change in his students work. New feelings about Mathematics Throughout out this semester, I’ve had the opportunity to gain a better understanding when it comes to teaching Mathematics in the classroom.
Many people are skeptical about 2 using quality technology in the classroom because they believe it decreases the student’s ability to complete mathematics problems without the technology. In my opinion, in agreement with the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics, “technology is essential in teaching and learning mathematics” (p. 24). Even though many people are apprehensive about using technology in the classroom, I feel confident that students can and will use the provided technology wisely and greatly appreciate the ideas and concepts that can be discovered by using technol... ... middle of paper ... ...lassroom, I want all of my students to have access to a handheld calculator and a computer with mathematical software. I plan to encourage my future students to embrace technology and all of its advances. 7 Works Cited “Handheld Graphing Technology at the Secondary Level: Research Findings and Implications for Classroom Practice” 25 August 2003. gsecondary2.html>.