5785 Words24 Pages

Elementary Methods
Unit 4: Teaching Mathematics
Summary:
With the implementation of Common Core, there is a misconception that students are learning ?new math.? However, students are not learning new concepts, just a new way of thinking about those concepts. In this unit, you will explore some effective instructional strategies and approaches to teaching students, way to get them to think mathematically, how to bridge the gap between concrete and abstract and incorporate technology to allow for more instructional time in the classroom.
Course Objectives:
By the end of this unit, learners will be able to explain the difference between doing math and thinking mathematically.
By the end of this unit, learners will be able to distinguish*…show more content…*

By the end of this lesson, learners will be able to list benefits and concerns with using manipulatives in an elementary classroom. By the end of this lesson, learners will be able to identify and describe the three stages of the CRA Instructional Model. Topic 1: What is the difference between doing math and thinking mathematically? Despite some common misconceptions, there is a huge difference between doing or learning math and thinking mathematically. Unfortunately, many students in the United States are simply doing math. They are using mathematical operations such as addition, multiplication, estimating and measurement to solve algorithms or story problems. Their goal is to get the correct answer. A typical mathematics lesson consists of the ?I do, we do, you do? approach where the majority of instruction is teacher directed. The teacher demonstrates how to solve a particular problem or algorithm, the students practice together, and then practice independently. They are simply doing math. The problem with just ?doing? math is that students then do not learn how to generalize those skills to other problems that may look different than the ones practiced in class. They can perform the steps to solve the problem, but do not understand the reason behind why they are doing those steps. On the other hand, thinking mathematically means being able to explain how you achieved and attained your responses orally or in writing. Thinking

By the end of this lesson, learners will be able to list benefits and concerns with using manipulatives in an elementary classroom. By the end of this lesson, learners will be able to identify and describe the three stages of the CRA Instructional Model. Topic 1: What is the difference between doing math and thinking mathematically? Despite some common misconceptions, there is a huge difference between doing or learning math and thinking mathematically. Unfortunately, many students in the United States are simply doing math. They are using mathematical operations such as addition, multiplication, estimating and measurement to solve algorithms or story problems. Their goal is to get the correct answer. A typical mathematics lesson consists of the ?I do, we do, you do? approach where the majority of instruction is teacher directed. The teacher demonstrates how to solve a particular problem or algorithm, the students practice together, and then practice independently. They are simply doing math. The problem with just ?doing? math is that students then do not learn how to generalize those skills to other problems that may look different than the ones practiced in class. They can perform the steps to solve the problem, but do not understand the reason behind why they are doing those steps. On the other hand, thinking mathematically means being able to explain how you achieved and attained your responses orally or in writing. Thinking

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