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. Therefore the intention of this essay is to discuss the role that discovery and direct teaching approach plays in teaching of mathematics in the classroom. Discovery teaching approach is a very effective teachings approach that was mostly used in teaching mathematics. It simply means that, children were given problems and they have to conduct their own research and experiments using formulas and equations in order to find their findings according to a given subject. In this situation, students have to use their prior knowledge in order to solve the problems.
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).
What part of the Schoenfeld problem-solving steps do the students commit difficulties? 3. What are the possible factors that contribute to the difficulty of the student in solving word problem? Significance of the study This study "Students Difficulties in Solving Word Problems in Mathematics" is determined necessary for the teachers, students, and future researchers. To the teachers, this study can be used to help them identify the errors of the students where they failed or succeeded in solving a word problem and upgrade their professional competencies to attain quality education, especially in mathematics.
It is impossible to understand trigonometry without the basic knowledge of geometry. Essentialists believe students should be taught... ... middle of paper ... ... until he can fully understand all of the concepts and is capable of working at the class pace again. This type of strategy will involve frequent student-teacher contact. I want to be actively involved in each one of my student’s learning. This will not only allow me to recognize why they are having particular difficulty understanding a concept, but it will also allow me to develop a better relationship with my students.
Most importantly students need practice in math and that can be done in many different ways. Many teachers today think and teach the same way to all of their students, ignoring their individual ways of learning. “Teachers need to employ strategies that will help them develop the participation essential to engaging students in mathematics.” (National). It is also a proven fact that students tend to learn more and have higher participation when they work in groups. Effective teachers in the classroom will provide students with opportunities to work independently and collaboratively to make sense of the math curriculum in which they are learning.
Educators need to be aware of this problem and accept that the traditional methods of teaching mathematics, specifically algebra, are too focused on intangible concepts. These concepts need to be introduced to students in a more approachable manner, such as concrete representations. One such concrete representation, algebra tiles, is an excellent way to introduce the concept of multiplying monomials and binomials. The multiplication of monomials and binomials is an essential ability for students to master in order to continue mathematics. Many students are intimidated by the concept of multiplying these vague terms with variables.
Technology can be a great tool for teaching mathematics because we can show and manipulate visual form with such programs as The Geometer’s Sketchpad and many others. Programs such as these help students to visualize problems, and can also help teachers better explain the mathematical concepts. One of the questions we hear a lot in mathematics is “why?” I can even remember teachers struggling to answer these questions with their crude drawings on the board or their wordy explanations.
Teaching young children is possibly one of the most challenging and difficult professions. No matter the subject, an educator must plan, prepare, organize, set up, and review everything that they are going to teach. “Students use mathematics textbooks to study and to do homework questions, while professors and teachers may use them to prepare classes and to teach” (Kajander & Lovric, 2009, p.173). Using textbooks can be a quicker and effective way to help ease the way some educators lesson plan; while teaching without textbooks may be a more difficult task but can be just as rewarding. There are advantages and disadvantages to both, but in the end both can be used in the classroom resulting in similar outcomes.
Teaching through problem solving allows students to create meaning of the mathematical concept and use that meaning to make connections for harder concepts (Van De Walle, Karp, Bay- Williams, 2013). When students have control over the learning process, they can own their learning. Using a problem solving approach for mathematics will help students synthesize the concepts and demonstrate their thinking process. If, students can verbalize their thinking, they will have a better understanding of the process involved to solve mathematics. For this lesson, I presented my students with a problem about elapsed time.
Mathematics is not just a construction of knowledge. It is also the construction of attitudes and beliefs. While learning Mathematics, a student may develop a sense of self-confidence, self-efficacy and achievement if s/he finds the subject accessible and the contrary may happen if the opposite scenario occurs. However, if a student experiences failure s/he might develop a negative attitude or phobia for the subject. In other words, student‟s disposition to study Mathematics depends a lot on how students understand the content and find the subject within his/her reaches.