Teaching mathematics has evolved from the traditional instrumentalist view where the focus is on knowledge mathematical facts, rules and methods as independent concepts, to the more contemporary constructivist approach which focuses on building on prior knowledge and experiences incorporating mathematical facts, rules and methods to problem solve and investigate new mathematical concepts. This will in turn, enable students to apply concepts in real life situations. Teaching thematically is an approach which allows concepts to be applied to real life situations. While the benefits and success of the constructivist approach for long term learning are widely acknowledged, a teacher’s ability to engage with and implement this approach to teaching numeracy relies largely on their knowledge, experiences, attitudes and beliefs.
Ma (1999) explains that the understanding of elementary mathematical ideas in essence underpin the development of all mathematics. Ma (1999) further suggests that these elementary mathematical concepts establish the basis on which future mathematical thinking is constructed. Mathematics can often be taught in discrete and separate ways to cover a specific curriculum. However Richhart (1994) and Nodding (1993) imply that teachers should not simply cover the curriculum but rather uncover it. Booker (2010) supports these suggestions by explaining that mathematics needs to be viewed as a cohesive body of knowledge rather than as a series of fragmented ideas.
It is important for teachers to understand and foster new and ever evolving productive pedagogies. As previously briefly outlined, there has been a change in the way leading theorists believe to be the ideal way students should be taught for students to better ...
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...who are teacher-taught by rote.
References
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Place value and the base ten number system are two extremely important areas in mathematics. Without an in-depth understanding of these areas students may struggle in later mathematics. Using an effective diagnostic assessment, such as the place value assessment interview, teachers are able to highlight students understanding and misconceptions. By highlighting these areas teachers can form a plan using the many effective tasks and resources available to build a more robust understanding. A one-on-one session with Joe, a Year 5 student, was conducted with the place value assessment interview. From the outlined areas of understanding and misconception a serious of six tutorial lessons were planned. The lessons were designed using
It is also important that links are made between mathematics and other curriculum core subjects so that children are aware that mathematics is not an abstract subject but that it can and does in fact relate to the real world. This does not mean that the rest of the curriculum should be disrupted in order to teach mathematics but that simple links should be highlighted. If this is carried out successfully then the whole curriculum should be manageable and other subject areas should not suffer as critics have pointed out.
Maths is a tool needed for everyday life and it is a way of helping children to understand the concepts of the world around them. Using the programmes of study from the National curriculum and the EYFS curriculum for numeracy, Washingwell Community Primary school aim:-
Mathematics has become a very large part of society today. From the moment children learn the basic principles of math to the day those children become working members of society, everyone has used mathematics at one point in their life. The crucial time for learning mathematics is during the childhood years when the concepts and principles of mathematics can be processed more easily. However, this time in life is also when the point in a person’s life where information has to be broken down to the very basics, as children don’t have an advanced capacity to understand as adults do. Mathematics, an essential subject, must be taught in such a way that children can understand and remember.
The classroom is often times covered with word walls, writing centers, poetry charts, reading corners, students' writings, and posters. Why not do the same for mathematics?! A numeracy-rich classroom promotes mathematical learning. Students need to see how mathematics relates to them in their everyday lives and not just in textbooks. One way to relate mathematics to their everyday lives is with student calendars or agendas.
Wu, Y. (2008). Experimental Study on Effect of Different Mathematical Teaching Methodologies on Students’ Performance. Journal of Mathematics Studies. Vol 1(1) 164-171.
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.
Using literacy strategies in the mathematics classroom leads to successful students. “The National Council of Teachers of Mathematics (NCTM, 1989) define mathematical literacy as an “individual's ability to explore, to conjecture, and to reason logically, as well as to use a variety of mathematical methods effectively to solve problems." Exploring, making conjectures, and being able to reason logically, all stem from the early roots of literacy. Authors Matthews and Rainer (2001) discusses how teachers have questioned the system of incorporating literacy with mathematics in the last couple of years. It started from the need to develop a specific framework, which combines both literacy and mathematics together. Research was conducted through
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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.