Best Math Practices : Developing Lifelong Thinkers Not Calculators

It is crucial to develop in children the ability to tackle problems with initiative and confidence…mathematics has changed from careful rehearsal of standard procedures to a focus on mathematical thinking and communication to prepare them for the world of tomorrow (Anghileri, 2006, p.2).

This chapter explores the underperforming United States education system that does not prepare students to be creative, think critically, work collaboratively, or communicate effectively to be ready to participate in society (Ferguson, 2011, p. 7). In addition to overall underwhelming performance in academics, the failure to incorporate real world everyday experiences in mathematics prevents students from developing critical thinking and logic skills so that they will be responsible and active citizens of society and have access to jobs in the fields science, technology, mathematics, and engineering (STEM).

A classroom with a critical and creative thinking environment provides opportunities for higher-level thinking within authentic and meaningful contexts, complex problem solving, open-ended responses, and cooperation and interaction. Many students see math as right or wrong and they don’t question or explore more. As a future math teacher, I want students to learn to question, be critical, and be creative. I want my future students to feel engage in exploration and investigation. I want to equip my students with higher levels of thinking and engagement and make mathematics more relevant and meaningful.

The Case of Randy Harris describes the lesson of a middle school mathematics teacher, and how he uses diagrams, questions, and other methods to guide his students to a better understanding. Throughout his case study, Harris’ methods could be easily compared to that of the Effective Mathematics Teaching Practices. There are eight mathematical teaching practices that support student learning, most of which are performed throughout Randy Harris’ lesson. Harris didn’t perform each teaching practice perfectly, despite doing the majority of them throughout his lessons. The following are examples of how Randy Harris implemented the eight mathematical teaching practices into his lesson, and how the ones that were neglected should have been

When it comes to mathematics, there are right answers and wrong answers. For many people this makes math an easy process. When one finds them with the wrong answer, it is understood that, somewhere within their problem and process is the error. Common Core is a fairly new process for solving math equations and allows students more techniques to solve everyday problems.

When educating students, it is essential to their growth, that teachers have the ability to learn and grow with their students. Every child learns, thinks, and comprehends differently; therefore, the same material should be taught in multiple ways. For example, in my Math 106 class, all students solve the same problem, the teacher then has a few students explain and depict the different ways they received the correct answer. When a student has a difficult time explaining their method, Mrs. Graybeal provides encouragement and guidance; thus. Also, students who are having a difficult time solving the problem used one of the methods provided by a peer to help them comprehend and solve the problem. Math 106 teaches future educators the

Math and Science are two subjects which most students at any level approach with trepidation and intense dislike, however, both subjects are integral to cognitive thinking. Not only will these subjects provide skills that will help students think more clearly, but students will be academically successful throughout their school career, enjoy wider career choices and

There are several parallel thoughts concerning the mathematical learning process. NCTM Standard 1: Mathematics as Problem Solving outlines the expectations for students to refine their method of problem-solving by investigation and integration of

When it comes to educational decisions, policies, and programs, there is a history of disagreement in the United States. Whether it is opposition from politicians calling for more accountability, educators demanding better resources, mathematicians pushing research-based curriculum, parents rejecting new curriculum design, private companies angling for more sales, government organizations implementing new guidelines, or other interested heavy weights promoting their cause, there is usually at least one group arguing for change and perpetuating a cycle of mathematics education reform. Over time, oppositional voices have regularly swayed the decision-making tide and rocked the educational boat, resulting in a century of uproar and confusion

As a mother, homeschooler and coach, Teresa Carter, the founder and author of MathUsolve.com, believes that mathematical problem solving should be part of every child’s curriculum. It is because during her years of coaching students as well as her own young children, she has discovered that problem solving helps students develop deeper understanding of mathematics. As many students do not believe that they would ever be very good at solving problems, her goal has been to help her students develop confidence in their own mathematical ability by helping them become better

"Last year, an electrical engineer wrote a letter to his son's teacher saying, 'Even I cannot explain the common core mathematics approach', and a photo of the note went viral on Facebook," because of social media we have even more outlets to learn from common core (Liana Heitin). Even an electrical engineer cannot help his son with common core. If an electrical engineer can barely help his child, that is not a good omen for the rest of normal parents. "Math reformers rightfully argue that blind faith in procedure has no place in a thinking mathematical classroom," (Tom Loveless). The reformers are right, relying on common core is like taking a dive off a cliff, except we have no parachute. The reformers do not believe in blind faith, yet still allow common core into our schools. If we just wanted thinking, you could just create harder, more intuitive problems, not a whole new math system. At home and in the classroom are a struggle for students that have problems with common core.

students eyes to a world of mathematics that they never before could have even began to

In today’s society mathematics is a vital part of day-to-day life. No matter what a person is doing at home or at the workplace, he/she is constantly using different mathematics skills to simply function. Then what does this mean for mathematics education? When someone needs to utilize a skill every day then he/she needs a strong background in the skill. Therefore, today’s students need more than a just a working knowledge of mathematics or enough knowledge to pass a test. Today’s students need to understand how mathematics works and how to utilize mathematics skills in the best way possible.

Maths is ubiquitous in our lives, but depending on the learning received as a child it could inspire or frighten. If a child has a negative experience in mathematics, that experience has the ability to affect his/her attitude toward mathematics as an adult. Solso (2009) explains that math has the ability to confuse, frighten, and frustrate learners of all ages; Math also has the ability to inspire, encourage and achieve. Almost all daily activities include some form of mathematical procedure, whether people are aware of it or not. Possessing a solid learning foundation for math is vital to ensure a lifelong understanding of math. This essay will discuss why it is crucial to develop in children the ability to tackle problems with initiative and confidence (Anghileri, 2006, p. 2) and why mathematics has changed from careful rehearsal of standard procedures to a focus on mathematical thinking and communication to prepare them for the world of tomorrow (Anghileri).

Mathematics, like every creation of man, have evolved without really knowing how far you can get with them: the scope of the computer, physics, chemistry, algebra, all are evidence of this. Every aspect of our culture is based in some way or another in Mathematics: language, music, dance, art, sculpture, architecture, biology, daily life. All these areas of measurements and calculations are accurate. Even in nature, everything follows a precise pattern and a precise order: a flower, a shell, a butterfly, day and night, the seasons. All this makes mathematics essential for human life and they can not be limited only to a matter within the school curriculum; here lies the importance of teaching math in a pleasure, enjoyable and understandable way. Mathematics is an aid to the development of the child and should be seen as an aid to life and not as an obstacle in their lifes.