Manipulative material approach. According to Sousa (2013) utilizing manipulative materials allows children to break away from the traditional classroom setting and instructional style. Using manipulative materials can be exciting and motivating to students, naturally leading toward a greater interest in the intended use of the manipulatives and the learning activity.
In addition in the study of Garrity (1998) as cited by Hunt et. al. (2014) found that using manipulatives and cooperative groups motivated her students. She concluded, “In order to give meaning to math teaching, students are best served by learning concepts by actual manipulation of physical materials. Motivation is best accomplished when there is an active involvement with physical objects”. In addition
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Traditional approach. According to Boaler (2013) all the Mathematics Teachers were well qualified who believe that the most efficient and effective way to teach Mathematics was to impart knowledge of different mathematical procedures, using the chalk-board, and then get students to practice this procedure individually. In addition, teachers believe that if they explain mathematical methods clearly, the students would gain an understanding of them. Moreover Thakur (2015) said, in most parts of our country traditional approach are used in the educational institutions. In the traditional approach, teachers illustrate the concept to the students with the help of chalks and blackboard. Every important thing regarding the topic is written on the blackboard and students make important notes from the blackboard. After the lecture is over students revise their notes and try to memorize the
The following information was conducted in an interview with Diana Regalado De Santiago, who works at Montwood High School as a mathematics teacher. In the interview, Regalado De Santiago discusses how presenting material to her students in a manner where the student actual learns is a pivotal form of communication in the
Consider this technique; announce to your class that your lecture notes or presentation will be available on Blackboard for the upcoming class. Let them know that the lecture notes will aid them in studying and preparing for quizzes, tests or examinations. Now look through your lecture notes and highlight key terms that you want your students to remember and key phrases or ideas that you want them to recognize and understand.
...ter Method' precisely one is not properly conducting science. According to Edmund, "If you do not teach any formula (set out method) when using problem-based learning programs (as opposed to using the Scientific Method), you fail to a great extent getting transfer of learning." Essentially what this means is that theres is no way to teach science properly except under the guidelines of the Scientific Method.
All children learn differently and teachers, especially those who teach mathematics, have to accommodate 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. Most teachers in the past have taught mathematics through procedural lessons. Procedural lessons consist of having the students work with a concept over and over again until it is memorized. For example, children could be given homework assignments with the equation three times five over and over again until that equation is memorized.
Researchers have commenced that manipulatives are a powerful addition to mathematics instruction. Achievement in mathematics could be increased by the long-term use of manipulatives, as found by Meta-analyses by Suydam and Higgins (1977), Parham (1993), and Sowell (1989). The history of manipulatives for teaching mathematics extends at least two hundred years. More recent crucial influences have included Maria Montessori, Jean Piaget, Zoltan Dienes, and Jerome Bruner. Each of these pioneers and researchers has accentuated the importance of authentic learning experiences
Wu, Y. (2008). Experimental Study on Effect of Different Mathematical Teaching Methodologies on Students’ Performance. Journal of Mathematics Studies. Vol 1(1) 164-171.
In order to be an effective teacher there needs to be an understanding that we all learn differently, this means that no single teaching strategy is effective for all students/learners all the time. This makes teaching a complex process because you need to understand and meet the requirements of all of your learners. Students learn best when they aren’t asked to simply memorise information but when they form their own understandings of what is being taught. When a student has successfully learnt a new idea they are able to then intergrate this information with their previously learnt information and make sense of it. To be an effective teacher you need to work jointly with students to asses where they are at, be able to give feedback on how the student is going and ensure that they are understanding the lesson (Killen, 2013) According to Lovat and Smith (2003) students learning must result in a change in a student’s understanding of the information being taught. In order to show understanding they must be able to share this information with others and want to learn more (Killen, 2013). In order to have a deeper understanding of what is being taught they need to be aware of the relationship that exists between what they knew previously and the new information that is being learned (Killen, 2013).. Students need to be given goals that they can achieve in order to feel a sense of mastery over their own learning, this gives students motivation that they are able to complete tasks and to keep going.
As a teacher if your students can make a connection to prior knowledge they will have a better chance at remembering the information you are trying to teach. This can be achieved through teaching
In a classroom, a teaching strategy is a generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies. Reece and Walker (2002) describe a teaching strategy as a combination of student activities supported by the use of appropriate resources to provide particular learning resources. It is that procedure by which new knowledge is fixed in the minds of students permanently. For this purpose, a teacher does extra activities in the class. These activities help the teacher to take shift from one strategy to another. A method of teaching on the other hand is directly related to the presentation of the lesson. The choice of the teaching method depe...
Nevertheless, some students have too much fun with the manipulative presented and it is mistaken as a toy rather than a beneficial
Concept mastery, not memorization (Singapore) How this practice can be applied in class my class room situations: Instead of relying on drilling and memorization of math
My enthusiasm and the strongly committed teachers I have encountered in my life have attributed to my success in math and science. Prior to going onto ninth grade, my Math classes dating back from middle school were never mentally straining. Math appealed to me because in eighth grade, my math teacher, Dr. Christopher, would encourage her class by recognizing our achievements with small rewards such as candies and ice cream passes during lunch. Her actions sparked my interest in math. I have a natural regard for math and science. By breaking down math problems step by step, I can better understand them. ...
As with every academic subject, there are a variety of strategies for teaching mathematics to school-aged students. Some strategies seem to be better than others, especially when tackling certain topics. There is the direct instruction approach where students are given the exact tools and formulas they need to solve a problem, sometimes without a clear explanation as to why. The student is told to do certain steps in a certain order and in turn expects to do them as such at all times. This leaves little room for solving varying types of problems. It can also lead to misconceptions and students may not gain the full understanding that their teachers want them to have. So how can mathematics teachers get their students to better understand the concepts that are being taught?
Through classroom observation I was exposed to the different methods of teaching a lesson. The methods of teaching depends on how will the teacher execute the lesson well. I learned that modern learners today needs both modern and traditional way of teaching as for them to fully learned the lesson in a meaningful way.
I will try to prepare my lesson 100% to enhance learning. I will try to research my topic and try to integrate different resources and activities to make my lesson engaging and interesting to my students. I am able to use a variety of methods to teach a lesson to the students. This helps the students to get engaged visually, physically and verbally. I did not know, but I really like to use different resources and art materials to create something that will enhance my lesson and able to engage my students throughout the lesson. By creating and using a variety of methods and activities during the center time, I can meet the student’s needs to help them to learn.