“Accessible Mathematics” by Steven Leinwand provides ten suggestions (instructional shifts) that raise student achievement. There are 10 chapters in this book and each provides a unique type of mathematical practice that increases students love towards math and I have tried some of them in my classes and planning to try in the future as well.

The first chapter begins with Mini-Math, a sixth grade level math problems. Since my 9th grade class has students with diverse mathematics level, I tried the same practice with the name “Number Talk” similar to ‘warm up’ in my class. That helped my students to recall their basic math that they have learned in the late elementary or early middle school levels. Even the high level students have difficulty*…show more content…*

I started to explain definition of the key vocabulary for the lesson and provide appropriate examples if possible after reading this chapter of the book. This helped my students do better while working on problems because the definition of the terminologies clarifies what the question is talking about. If the students are unaware of the definition or meaning of the mathematical terms used in the lesson, they won’t be able to do the problems. I realized that we must clarify the meaning of the critical terms before going deep into the lesson. This chapter was very useful for me.

Chapter 8 is related to the geometry and I have decided to use those questions “How big, How far, How much?” when I start teaching geometry next quarter. I think this will create an effective mathematics classroom.

Chapter 10 is also very interesting and I really liked it. I think we must put everything in context to show that mathematics is not an abstract but very relevant. It is possible to do that in most of the cases and we must do that since math is something very different field which has reality concept. I always try to give a real-world problem to my instead of throwing random numbers and letters which hardly make sense in real life. We can always create a real-world problem for each concept in our high school math class. This chapter is very useful for teaching the 21st century

The first chapter begins with Mini-Math, a sixth grade level math problems. Since my 9th grade class has students with diverse mathematics level, I tried the same practice with the name “Number Talk” similar to ‘warm up’ in my class. That helped my students to recall their basic math that they have learned in the late elementary or early middle school levels. Even the high level students have difficulty

I started to explain definition of the key vocabulary for the lesson and provide appropriate examples if possible after reading this chapter of the book. This helped my students do better while working on problems because the definition of the terminologies clarifies what the question is talking about. If the students are unaware of the definition or meaning of the mathematical terms used in the lesson, they won’t be able to do the problems. I realized that we must clarify the meaning of the critical terms before going deep into the lesson. This chapter was very useful for me.

Chapter 8 is related to the geometry and I have decided to use those questions “How big, How far, How much?” when I start teaching geometry next quarter. I think this will create an effective mathematics classroom.

Chapter 10 is also very interesting and I really liked it. I think we must put everything in context to show that mathematics is not an abstract but very relevant. It is possible to do that in most of the cases and we must do that since math is something very different field which has reality concept. I always try to give a real-world problem to my instead of throwing random numbers and letters which hardly make sense in real life. We can always create a real-world problem for each concept in our high school math class. This chapter is very useful for teaching the 21st century

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