The methods mathematics teachers use to teach their students have the potential to vastly influence how their students understand the discipline (Kelly, 2001). With the advent of reform curriculum, there has been a push for teachers to abandon lecture dominated instructional practices and to adopt more student-centered practices. In Creating Advocates: Building Preservice Teachers’ Confidence Using an Integrated, Spiral-Based, Inquiry Approach in Mathematics and Science Methods Instruction, Catherine Kelly explores the influence of the beliefs and attitudes of pre-service teachers about integrated, spiral-based, inquiry instruction in mathematics and science.
Kelly began by explaining how an integrated, spiral-based, inquiry approach to instruction is rooted in Piaget, Vygotsky, and Bruner. For the purpose of her study, she examined pre-service teacher enrolled in a methods course and set out to answer what impact their prior beliefs about doing mathematics and science have on their teaching and if the perceptions about their ability to teach these subjects can be influenced by learning an integrated, spiral-based, inquiry approach of instruction. Her research problem was done at a high level because it provided a brief background about what an integrated, spiral-based, inquiry approach to mathematics and science instruction is grounded on and explicitly indicated that teacher beliefs was what she was attempting to study.
In Kelly’s literature review, she justified the importance of spiral-based inquiry by explaining how it fosters a safe environment for students to ask questions, pose and solve problems, and conduct inquiry. As she proceeded, Kelly explained the importance of the role of the teacher in being able to e...
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...provement in students. Thus, in showing that an integrated, spiral-based, inquiry approach increases the confidence of teachers’ beliefs about their abilities in doing and teaching mathematics and science, the same can be said for increasing the confidence of their students in these subjects. The importance of this study for me was that it showed how a teacher’s beliefs about how to teach mathematics, an integrated, spiral-based, inquiry approach versus a lecture approach, can encourage students to ask mathematical questions, pose and solve mathematical problems, and conduct mathematical inquiries by building their confidence.
Works Cited
Kelly, C. A. (2001). Creating advocates: Building preservice teachers' confidence using an integrated, spiral-based, inquiry approach in mathematics and science methods instruction. Action in Teacher Education, 23(3), 75-83.
What is the most effective way to teach? Can students really learn and fully understand the material teachers convey to them on a day to day basis? According to a middle school mathematics teacher, his methods of teaching the traditional way was not as effective and producing a long-term impact as he would have liked. The article "Never Say Anything a Kid Can Say!" enriches us to the possibility of applying slight gradual modifications to our teaching methods and how we could find ways to utilize that information in the search for more effective teaching methods to encourage students to explain their thinking and become more deeply involved in the classroom discussions, thus developing their questioning skills (Reinhart, 2000). After analyzing his research, I can say as an aspiring Mathematics teacher myself, there are some positive aspects to his newfound teaching methods, as well as some questions of concern that I have pertaining the longevity of this approach to teaching.
In the article “Never Say Anything a Kid Can Say!” Steven C. Reinhart shares his struggle of finding the fundamental flaw that existed in his teaching methods. He is a great teacher, explained mathematics well, he was dedicated and caring, but his students were not learning and with low achievement results, Reinhart had to question his teaching methods. He began to challenge himself. He committed to change 10% of teaching each year and over many years he was able to change his traditional methods of instruction to more of a student-centered problem-based approach. This article promotes students to engage through the use of questioning.
The article “Tying It All Together” by Jennifer M. Suh examines several practices that help students to develop mathematical proficiency. It began with a mathematics teacher explaining that her students began the year struggling to understand basic mathematics concepts, but after implementing the following practices into the classroom throughout the year, the students began to enjoy mathematics and have a better understanding of math concepts.
The section goes into detail about practices that have been designed to prepare future teachers. In chapter one, Feiman-Nemser discusses three phases of learning to teach: preservice education programs, induction, and on the job experience. She makes three arguments that serve to set the tone for the remainder of the section. First, she argues that the manner in which teachers learn to teach in a preparation program does not agree with what professionals know about learning. Principally, many preservice programs ignore basics of learning while preparing teachers for their future classroom. Secondly, the author discusses how unintended lessons may contribute more to a person’s classroom philosophy than formal courses. For example, a teacher may learn steps that are convenient or helpful, which are not based on best practices. Teachers often learn how to manage a classroom based on experience or observation, but it may not be the best way to handle the situation. The preservice program often contains an element of practicum and student teaching, which can be effective, but can also lead to bad habits based on short-sighted goals and incorrect observations and experiences. The first chapter also investigates the induction phase and identifies differences of thought and implementation that can hinder a program’s effectiveness. Finally, the author discusses the in-service
Using a constructivist approach, teachers facilitate learning by encouraging active inquiry, guiding learners to question their tacit assumptions, and coaching them in the construction process. This contrasts with the behavioralist approach that has dominated education, in which the teacher dissemina...
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In this interview I conducted with my host teacher at Benton STEM Elementary, I talked about the various ways that she explores strategies inside her classroom for how students are provided access to mathematical learning experiences. My host teacher has been teaching elementary education for eleven years now and is currently teaching 2nd grade. Talking with her about the various methods that she uses in the classroom really informed me of how I want to teach as a future educator. When conducting the interview, we talked from the differentiation practices that she uses in her classroom when teaching mathematics. I will be connecting this interview to chapter 5 by Jo Boaler that I read on tracking in the mainstream classroom and how students mathematical abilities are affected by this.
The curriculum implies that teachers will teach students the skills they need for the future. Valley View’s High School math department announces, “Students will learn how to use mathematics to analyze and respond to real-world issues and challenges, as they will be expected to do college and the workplace.” Also, the new integrates math class allows students to distinguish the relationship between algebra and geometry. Although students are not being instructed a mathematical issue in depth, they are rapidly going through all the different topics in an integrated math class. Nowadays, students are too worried to pass the course to acquire a problem-solving mind. Paul Lockhart proclaims the entire problem of high school students saying, “I do not see how it's doing society any good to have its members walking around with vague memories of algebraic formulas and geometric diagrams and dear memories of hating them.” A mathematics class should not be intended to make a student weep from complicated equations, but it should encourage them to seek the numbers surrounding
Mathematics education has undergone many changes over the last several years. Some of these changes include the key concepts all students must master and how they are taught. According to Jacob Vigdor, the concerns about students’ math achievements have always been apparent. A few reasons that are negatively impacting the productivity of students’ math achievements are historical events that influenced mathematics, how math is being taught, and differentiation of curriculum.
Through the completion of my graduate program in Curriculum, Instruction, and Assessment, I have gained an immense amount of knowledge and a plethora of skills which I have used and found valuable in my seventh grade English classroom. My outlook on student learning and my empathy towards students has also been positively affected by the program. These learning opportunities have led me to become a better educator both inside and outside of the classroom.
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Towers, J., Martin, L., & Pirie, S. (2000). Growing mathematical understanding: Layered observations. In M.L. Fernandez (Ed.), Proceedings of the Annual Meetings of North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ, 225-230.
Posing questions on materials covered and the quality of materials selected can create the desired environment for students to thrive. I want to inspire my students to think outside the box and to ask questions. Society needs thinkers not robots. The classroom plays an important part in aiding the growth of an individual. It is my duty as a teacher to impart knowledge because ideas have a way of changing lives. Examining and discussing ideas with students allows them to move to a new level of understanding, so that ultimately, they may be transformed.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.