603 DB1

.docx

School

Touro College *

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Course

603

Subject

Mathematics

Date

Feb 20, 2024

Type

docx

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Uploaded by GrandTitanium878

1. How does learning mathematics and science today differ from how you were taught? Provide examples. Learning mathematics and science today differs significantly from the way I was educated, particularly in terms of the shift from procedural to conceptual learning. As an educator, I've observed that the current curriculum places a strong emphasis on encouraging children to visualize and comprehend problem-solving processes. In the past, during my own school years, we were primarily taught to memorize multiplication tables without truly grasping the underlying concepts or the significance of the "x" symbol. Nowadays, students are expected to understand multiplication as the process of adding equal groups together, essentially involving repeated addition. Not only has the content evolved, but the methods of teaching have also transformed. When I was a student, we didn't have the luxury of using technology to learn through instructional videos or participate in discussion boards where students could collaborate and build upon each other's understanding. The use of shared blogs, though it fosters collaboration, may not significantly impact content mastery, as pointed out by Adams and Hamm (2014). It’s important to realize that while children today may enjoy using technology for their assignments, this can sometimes lead to a superficial understanding of the material, as easy access to answers on the internet can hinder true mastery of the subject matter. As Adams and Hamm (2014) mentioned, our careers, workplaces, and communities demand a solid foundation in mathematical and scientific knowledge. This raises the question of how different teaching methods in math and science might affect our careers. In terms of instruction style, contemporary teaching often includes small-group instruction. Elementary and middle-school teachers now pay special attention to tailoring their teaching to the needs of individual students and motivating those who may be reluctant learners. In contrast, based on my recollection, the teaching approach during my school years was more one-size-fits-all, with little adjustment based on individual student needs. It was generally expected that students who didn't grasp the content as a whole class would seek additional help from teachers or parents. Small-group instruction was not a common practice back then. The question arises as to whether small-group instruction benefits children or if it potentially leads to some students lacking motivation and not completing their work in the hope of receiving personalized attention from teachers. These are complex issues that require careful consideration and study to determine the most effective teaching approaches for today's learners. 2. Which of the instructional practices from Text 2 do you plan on implementing? Explain why. I intend to introduce Project-Based Learning (PBL) into my teaching methodology. My aim is to incorporate PBL into the mathematics curriculum for my students, as it provides a meaningful way to connect math concepts to the real world (Sias et al., 2017). Currently, we are immersed in our fraction unit, and I believe that a project-based approach could greatly benefit students by allowing them to delve deeper into specific areas where they may be encountering challenges. For example, as we work through topics like line plots, I envision students working in groups to create their own unique categories of data. They can then survey their classmates and compile the data into charts. This hands-on project not only reinforces their understanding but also fosters collaboration and critical thinking. I am enthusiastic about involving families in this learning journey. By engaging parents in their child's education, we can provide them with insights into what is being taught in the classroom. This approach not only encourages parental involvement

but also provides students with an opportunity to demonstrate their newfound knowledge to their parents, strengthening the home-school connection. Questions : 1. In what ways can project-based activities improve students' understanding of mathematical concepts and foster collaborative learning in the classroom? 2. How can Project-Based Learning (PBL) be effectively integrated into mathematics education to enhance students' real-world connections and problem-solving skills? 3. What are the potential challenges and benefits of involving parents in their children's education through family-oriented projects in the mathematics curriculum? References : Adams, D., & Hamm, M. (2014). Teaching math, science, and technology in schools today guidelines for engaging both eager and reluctant learners (2nd ed.). Rowman & Littlefield Education. Sias, C. M., Nadelson, L. S., Juth, S. M., and Seifert, A. L. (2017). The best laid plans: Educational Innovation in elementary teacher generated integrated STEM lesson plans. The Journal of educational Research, 110 (3), 227-238. RBC-StudentBeans-T680II

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