Problem-solving is used as a means to build new mathematical knowledge, typically by building on students' prior understandings.
New Math: a method of teaching mathematics which focuses on abstract concepts such as set theory, functions, and bases other than ten. Adopted in the US as a response to the challenge of early Soviet technical superiority in space, it was challenged in the late 1960s. One of the most influential critiques of the New Math was Morris Kline's 1973 book Why Johnny Can't Add. The New Math method was the topic of one of Tom Lehrer's most popular parody songs, the important thing is to understand what you're doing, rather than to get the right answer.
Historical method: teaching the development of mathematics within a historical,
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This approach focuses on the use of maths and helps students understand the need to know apply it to real world situations outside the classroom.
Recreational mathematics: Mathematical problems that are fun can motivate students to learn mathematics and can increase enjoyment of mathematics. Singmaster (1993).
Computer-based maths: an approach based on the use of mathematical software as the primary tool of computation.
Teachers’ Factor on Students’ Performance in Mathematics
It is commonly stated that teaching is a profession and trained teachers are professionals. Hurst and Guitierrez (2003) indicated that the noun professional means a person who does something with great skill. They also stated that the adjective professional means worthy of high standards of a profession. This means that for teachers to be professional, they need to learn what those high standards are and then strive to meet them. Anaduaka, (2010) took these ideas a step further and stated that getting the job done very well, is good enough for non-professionals, but continually improving the way the job is done both for themselves and others, is the hallmark of professionals. This should be an apt description for teachers, because as professionals, we should always be looking for better ways to teach. We need to care about doing the best job of teaching our students and making a difference in their
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Many mathematics teachers tend to overlook the affective domain in their teaching to the detriment of the learners. The educational concepts need to change to focus on educating the total child which is made up of the cognitive, affective and psychomotor domain which was formally neglected. Aborisade (2009) explained that teaching and learning of mathematics are affected by a lot of affective variables ranging from lack of interest of students, teachers, and parents to the hostile environment through lack of facilities such as textbooks, instructional and visual materials, and the stereotype that mathematics is a male domain.
In order to educate media-competent students, teachers must possess at least basic competencies in handling modern multimedia tools. The use of technology will help teachers to tap into the knowledge of experts; visualise and analyse data with their students; link learning to authentic contexts; and avail of the advantages of electronics. It is essential that pre-service and in-service teachers have basic skills and competencies to deal with modern multimedia tools so that education can reap the full benefits of multimedia in
What’s Math Got To Do With It? is a book that speaks on how mathematics is taught in the classroom. The battle between the reform way of teaching compare to the traditional way of teaching, and Boaler goes into great detail to explain the difference between the two. She provides research on studies that she does at varies schools to see how each method is being used in the school and the effectiveness of these methods. All of her research points to one way ultimately being more stimulating to the students mind compare to the other.
Kieren, T., Gordon-Calvert, L., Reid, D. & Simmt, E. (1995). An enactivist research approach to mathematical activity: Understanding, reasoning, and beliefs. Paper presented at the meeting of the Ame rican Educational Research Association, San Francisco.
Burger, Edward B. and Michael Starbird. The Heart of Mathematics: An Invitation to Effective Thinking. United States: Key College Publishing, 2000.
“Doing mathematics begins with posing worthwhile tasks and then creating an environment where students take risks and share and defend mathematical ideas” (Van De Walle, Karp, Bay- Williams,2013). A worthwhile task encourages students to think, collaborate, and discover. When teaching mathematics, teachers need to make sure that students can use their background knowledge to make new connections and learn from each other. “Mathematics is more than completing sets of exercises or mimicking the process the teacher explains” (Van De Walle, Karp, Bay- Williams, 2013). Memorization and repetition have an impact on learning math skills, but do not encourage problem solving. Problem solving most be part of every lesson of mathematics.
A professional teacher encompasses essential characteristics to teach at their highest level. They continue to learn throughout their teaching careers and constantly assess themselves and their students. Professionals also have the ability to make decisions in ill defined situations (Eggen & Kauchak, 2010, p. 5) , showing their knowledge and understanding of their students, teaching and the teaching process. Being able to represent topics to students in a way students will understand, and have an understanding of why a topic may be hard or easy for students to comprehend, is an essential skill any teacher needs to support their students. This is known as pedagogical knowledge.
The topic is of extreme importance in a time when it seems there is school reform every few years. Claims that our students aren’t “college and career ready” or are falling behind students in other nations have inspired the No Child Left Behind act and the adoption of the hotly debated Common Core State Standards. Many people believe that American school systems need total overhaul, and there is no consensus on what that overhaul should look like. It is important that educators keep in mind how a child learns not just what the child learns. Subscribers to different methods and styles tout the benefits of their favorite method while discounting the benefits of other methods. Recently the media has been inundated with frustrated parents angry with the methods being used to teach their children, usually in mathematics. The argument over “old math” versus “new math” are renewing interest in the ways young minds learn. “Old math” refers to the way the majority of adults were taught math. Using direct instruction, math facts were taught and memorized and flash cards were the prevailing study aid for young math students. Today’s parents argue that this has made the recall of those math facts automatic for them, meaning that they don’t have to think about the problem, the answer is “just there” in their minds. The “new math” is one in which the student is taught how to figure the problem by using
Van De Walle, J. A., Karp, K.S., Bay-Williams, J.M., (2010). Elementary and Middle School Mathematics. Boston: Allyn & Bacon.
Mathematic is one of the significant concepts in life that people dealt with in everyday living. In fact, most people did not recognize it. Teaching mathematic is not easy, in reality, most students hate math apart from other subjects. Most students say that it is very difficult and contains a lot of calculations and using of formulas. 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.
As a secondary subject, society often views mathematics a critical subject for students to learn in order to be successful. Often times, mathematics serves as a gatekeeper for higher learning and certain specific careers. Since the times of Plato, “mathematics was virtually the first thing everyone has to learn…common to all arts, science, and forms of thought” (Stinson, 2004). Plato argued that all students should learn arithmetic; the advanced mathematics was reserved for those that would serve as the “philosopher guardians” of the city (Stinson, 2004). By the 1900s in the United States, mathematics found itself as a cornerstone of curriculum for students. National reports throughout the 20th Century solidified the importance of mathematics in the success of our nation and its students (Stinson, 2004). As a mathematics teacher, my role to educate all students in mathematics is an important one. My personal philosophy of mathematics education – including the optimal learning environment and best practices teaching strategies – motivates my teaching strategies in my personal classroom.
It is evident that methodologies in education, including Math, have in their crude forms existed long before theorist began coining catch phrases and terminologies. With the onset of higher learning and the desire to explore their world men have lived and learned by many of the teaching/learning methodologies that are being adapted today. What men have discovered through natural learning long ago is now being refined in order to support and strengthen modern day educational practices across academia.
People have been using mathematics for thousands years. It is a part of their everyday life, for example, cleaning their houses, making breakfast, buying groceries or walking dogs. Everybody is using math naturally without realizing its existence. Mathematics refers to “the abstract science of number, quantity, and space, either as abstract concepts (pure mathematics), or as applied to other disciplines such as physics and engineering (applied mathematics)” (en.oxforddictionaries.com). While pure mathematics is the attempt to understand that 1 + 1 = 2, applied mathematics refer to the use of the knowledge of addition to calculate the balance of a bank account. An advantageous methodology in applied mathematics is mathematical modeling.
Being a teacher is not an easy task as many people could think. To be a teacher does not only imply to know the subject to be taught, it also includes being willing to constantly improve oneself integrally, as much as updating the resources and materials one uses in teaching. Reflecting and analyzing over and over again the best way to teach to learn and how to make students to extend what has been learned. The many hours spend in the classroom will never be enough to plan lessons, prepare materials, review pupils tasks and exams, as well, all the administrative requirements one has to cover for whatever institution we work. Besides all this a good teacher, a professional one, will have to find the time to keep preparing to improve oneself.
Technology properly used in the classroom has many advantages to a student’s learning. Technology can help students become more involved in their own learning process, which is not seen in the traditional classroom. It allows them to master basic skills at their own rate rather than being left behind. Teachers and students alike can connect to real life situations by using technology in the classroom; this can also help to prepare students for real world situations. Technology can be used to motivate students as well as to offer more challenging opportunities. It can also be used as a visualization tool to keep students interested in the subject that is being taught. When technology is used effectively, students have the opportunity to develop skills that they may not get without the use of technology (Cleaver, 2011). Assessing and monitoring students is easier on the teacher because of the ability to use technology in the classroom. When technology is used correctly it offers limitless resources to a classroom atmosphere.
A higher level of learning is achieved when students are able to see the value and importance of the information that the teacher is presenting. Multimedia tools can offer a stimulating and interactive environment. In this environment learning and retention of materials improve. Learners are able to experience their subjects in a vicarious manner. Exploration, discovery, and experience are all offered through the use of Multimedia in the classroom. Students have a positive attitude toward the use of technology in classrooms, one study done in 2001 by Shuell and Farber, examined over seven hundred college students and their attitudes toward the use of computer technology in twenty courses representing a range of different academic disciplines, overall most students rated the use of technology for learning and classroom instruction as positive.
The use of multimedia in the classroom gives teachers and students opportunities for learning in an environment in which students are more likely to feel comfortable and at ease in.