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Factors to consider before deciding on the teaching methods
Types of teaching style
Factors to consider when choosing teaching methods
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Learning methods simply mean a person’s natural desired way of take in, managing and memorizing new content and skills. There are three major models that look at the way on how a person learns best including: auditory, visual, and sense of touch. Auditory is when a person learns through conversation such as listening and talking. Visual is when a person learns through imitating such as observing and copying. Sense of touch is when a person learns through physical actions such as movement and touch. Different learning methods are being taught by teachers to teach mathematic skills to 2nd graders in today’s classroom, but only certain learning methods can enhance the learning experience for the students. In the long run, this could help students to build a solid foundation for their mathematic skill and succeed in their future academic school years.
Analysis of Learning Methods
Cover, Copy and Compare (CCC) is a learning method that requires students to look at a correct example such as a math statement and its answer. Then, students cover the example and jot down the example and its answer. Lastly, students check their answer with the example; if the student's answer the example correctly such as matches the example’s answer, the student can moves on to the next example. On the other hand, if the student's answer is incorrect, he or she has to re-answer the example with the correct answer before he or she could move on to the next example (Poncy, McCallum & Schmitt, 2010).
Facts That Last (FTL) is a learning method that promotes students’ understanding of the basic concepts of subtraction. First, students were given a proper amount of math statements to practice on. Then, the teacher teaches students strategies to unders...
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...e research. Though, the researchers used several data sets to form their outcomes for the research. Within the seven months test period, the results showed that students were significant improved overall on their mathematics skills (Sherman & Catapano, 2011).
Different learning methods are being taught by teachers to teach mathematic skills to 2nd graders in today’s classroom, but only certain learning methods can enhance the learning experience for the students. Sooner or later, this could help students to build a solid foundation for their mathematic skill and succeed in their future academic school years. Learning methods that included all three of the major models such as: auditory, visual and sense of touch tend to be more effective than those learning methods that just included one or two major models in developing mathematic skills for 2nd grade students.
Van de Walle, J., , F., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics, teaching developmentally. (Seventh ed.). New York, NY: Allyn & Bacon.
Prekindergarten instructional games and activities can be used to increase the students understanding of number invariance. Using dice games, rectangular arrays, and number puzzles would be an effective method of presenting subitizing to this grade level. In addition to visual pattern, these young students would benefit from auditory and kinesthetic patterns as well.
All children learn differently and teachers, especially those who teach mathematics, have to accommodate for all children’s different capacities for learning information. When teaching mathematics, a teacher has to be able to use various methods of presenting the information in order to help the students understand the concepts they are being taught.
(1993) ‘Integrating theory and practice through instructional assessment’. Educational Assessment, 1(4). [Online] Available at: http://math.arizona.edu/~cemela/english/content/shortcourses/assessment/Day%25204%2520Reading.pdf (Accessed: 14 October 2015).
Students were also exposed to other division strategies like partial quotients ad traditional long division. They were assessed on this with an exit slip. The students in the “Minions” were able to perform the best on this, as these students are a bit more advanced and have been practicing on Summit as well. Students in the “Mickey Mouse Club” were able do well on this to, but they have shown to be stronger using just one strategy, not at applying both. The students in the “Looney Toons” and “Peanuts” struggled a bit with this, they were only asked to choose one strategy, but they were not able to do it successfully. They either made simply computation errors, or forgot a few essential steps. In order to help with this, a mnemonic device was created as
Sight, touch, smell, hearing and taste. All senses will be used. These learner style prefer to gained knowledge through practice and experience, information that is related with reality is more reliable for them as they want concrete and multi-sensory experiences in their learning. Perhaps this learning style is the most challenging style in education system because they may not have opportunities to engaged for hands on. Method like experiments, field trip or role play are rarely used. Caused by that, labs and tutorials is more essential for these learners. Among the methods that can help these learner are by trying to use all the senses in the learning process because the more senses you use the higher recall will be, as you have many clues. In additions makes notes with several examples for each concept and use your own examples, more personal examples you created, the better you
Wu, Y. (2008). Experimental Study on Effect of Different Mathematical Teaching Methodologies on Students’ Performance. Journal of Mathematics Studies. Vol 1(1) 164-171.
“A learning style is a way of learning and refers to the way that you learn new information” (2). Most people have one preferred learning style and perform to a lesser standard when learning in a different style than what they’re used to. Nowadays, children are told to take a quiz in school to determine what their preferred learning style is, but after a few years, not many of these children remember what their preferred learning style is, or even if they do, they don’t apply it to their learning.
I believe that learning mathematics in the early childhood environment encourages and promotes yet another perspective for children to establish and build upon their developing views and ideals about the world. Despite this belief, prior to undertaking this topic, I had very little understanding of how to recognise and encourage mathematical activities to children less than four years, aside from ‘basic’ number sense (such as counting) and spatial sense (like displaying knowledge of 2-D shapes) (MacMillan 2002). Despite enjoying mathematical activities during my early years at a Montessori primary school, like the participants within Holm & Kajander’s (2012) study, I have since developed a rather apprehensive attitude towards mathematics, and consequently, feel concerned about encouraging and implementing adequate mathematical learning experiences to children within the early childhood environment.
Master said: ”live and learn.” Regardless of what, where or when we choose to obtain knowledge, how we approach learning is unique to each and every one of us based on our individual learning style or styles. It is the idea of behavior that suggests learning styles are a way of being, and can change over time. The good learning style can help us learn better and learn faster. Usually, there are seven learning styles: first, Visual. People prefer using pictures, images, and spatial understanding. Second, Aural. People prefer using sound and music. Third, verbal. People prefer using words, both in speech and writing. Forth, Physical. People prefer using their body, hands and sense of touch. Fifth, logical. People prefer suing logic, reasoning
Breaking down tasks into smaller, easier steps can be an effective way to teach a classroom of students with a variety of skills and needs. In breaking down the learning process, it allows students to learn at equal pace. This technique can also act as a helpful method for the teacher to analyze and understand the varying needs of the students in the classroom. When teaching or introducing a new math lesson, a teacher might first use the most basic aspects of the lesson to begin the teaching process (i.e. teach stu...
The early acquisition of mathematical concepts in children is essential for their overall cognitive development. It is imperative that educators focus on theoretical views to guide and plan the development of mathematical concepts in the early years. Early math concepts involve learning skills such as matching, ordering, sorting, classifying, sequencing and patterning. The early environment offers the foundation for children to develop an interest in numbers and their concepts. Children develop and construct their own meaning of numbers through active learning rather than teacher directed instruction.
...S. and Stepelman, J. (2010). Teaching Secondary Mathematics: Techniques and Enrichment Units. 8th Ed. Merrill Prentice Hall. Upper Saddle River, NJ.
Everyone has different learning styles. Learning styles are important because they help you better understand materials in classes. They are there to guide you and become a better student. Learning styles help you better grasp the material and better process it through your brain. When learning you want to do what is most beneficial for you. That is why there is many different learning styles to suit every person. There is three different types of learning styles categorized. The first learning style is auditory. Auditory is meant for individuals that enjoy asking questions, talking and listening, as well as like to read out loud. Visual learners are more interested in charts, graphs, neat surroundings, seeing rather than hearing, and are pictured to be timid as they read to themselves rather than out loud. Finally there is the kinesthetic learning style. Kinesthetic is to touch, to feel, and usually learn by doing.
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.