How Students Learn And Effective Classroom Teaching Strategies

Mathematical understanding influences all areas of life from social to private and civil. Therefore maths education is widely believed to be the single most important aspect to establishing opportunities for young people; unfortunately, many struggle with mathematics and become indifferent as they continue to encounter obstacles with regard to engagement (Anthony & Walshaw, 2009). Knowing a

The aims and importance of learning provision for numeracy development are to ensure all students understand that maths is a vital part of everyday life and will continue to be used throughout their life. Primary schools will teach students to learn various methods and techniques to be able to reach the correct answer. The end goal means more students will be able to solve a mathematical problem, independently, using a method that suits them. They can then develop their learning to improve their knowledge and apply it to real life situations; such as counting in groups of numbers such as 5’s or 10’s, which in turn can be applied when paying for

Van de Walle, J, Karp, K. S. & Bay-Williams, J. M. (2015). Elementary and Middle School Mathematics Teaching Developmentally. (9th ed.). England: Pearson Education Limited.

Several third grade special education students lack the basic skills to determine how much money is needed to make a purchase. In particular they are unable to identify and value coins. However, it is assumed that students entering third grade have already

Every day, mathematics is used in our lives. From playing sports or games to cooking, these activities require the use of mathematical concepts. For young children, mathematical learning opportunities are all around them. Knaus (2013) states that ‘Young children are naturally curious and eager to learn about their surroundings and the world they live in’ (pg.1). Children, young and old, and even adults, learn when they explore, play and investigate. By being actively involved, engaging in activities that are rich, meaningful, self-directed and offer problem solving opportunities, children given the chance to make connections with their world experiences (Yelland, Butler & Diezmann, 1999). As an educator of young children,

Lesson Goal/Objective- Students will be able to demonstrate understanding of the value of money by counting coins, dollars, and using the appropriate money symbols for dollars and cents.

Small steps like this are beneficial to our students, as well as educating them on what exactly happens to our money when they invest it. For example, we all know attending school is beneficial yet expensive. Most students don’t have the

Schools recognise that highly effective teaching practices are the key to improving student learning. Planning and delivering sessions with differentiated outcomes and activities is particularly crucial for enabling learners with literacy, language, numeracy and ICT needs to achieve. Separating schemes of work and lesson plans will meet the individual needs, aims and experiences of learners.

The National curriculum states that in Mathematics teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is

Children shouldn’t suffer from math anxiety or lack confidence in math because they should build on the child’s strength and learning styles to make learning math easier. Some people may feel that requiring young children to do overly advance work at a young age has a harmful effect on them, but I feel it prepares them for the next grade level. Achievements in mathematics and other areas from state to state. The article stated, “Children who live in poverty and who member of linguistic and ethnic minority demonstrate significantly lower levels of achievement.” I don’t agree with this statement because it’s downgrading children from low-income families. I don’t feel some low-income children begin school with much less mathematical knowledge than wealthier peers. I feel children learn among themselves. Children simply make a choice about what they want to do and it involves on them deciding on their actions and interactions. NAEYC and NCTM feel if children have a head start in math that children will a long lasting effect of understanding math. Technology is an important tool that helps improve math because its influences math and enhances students’ learning. In the article it says, “Lack of appropriate preparation may case both preservice and experienced teachers to fail to see mathematics as a priority.” In order for teachers to teach mathematic to children proficiently, teachers need to see themselves proficient in math. Teachers should have a basic knowledge of the subject, but if some schools fear the lack of preparation of math then they should consider a successful program that only early math instructors specialize in that specific area. For example, the school may designate a teacher to be responsible for teaching only math to all

Math is all around us. Everywhere you go there is some sort of math involved consciously or subconsciously. Even though math is all around us, and everything we do involves math, I myself must say I dislike math. Research has shown there are many more people that dislike math compared to those who do like it. A survey done by a nonprofit organization named Change the Equation asked 1,000 middle school kids in 2010 whether they would prefer to eat broccoli or do one math problem, surprisingly more than half answered they would eat broccoli. Throughout the years, there have been many different strategies created on how to introduce and/or teach math to children.

Multiplicative thinking, fractions and decimals are important aspects of mathematics required for a deep conceptual understanding. The following portfolio will discuss the key ideas of each and the strategies to enable positive teaching. It will highlight certain difficulties and misconceptions that children face and discuss resources and activities to help alleviate these. It will also acknowledge the connections between the areas of mathematics and discuss the need for succinct teaching instead of an isolated approach.

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.

Mathematics is a type of reasoning. Thinking mathematically includes thinking in a rational way, developing and checking conjectures, understanding things, and forming and validating judgments, reasoning, and conclusions. We show mathematical habits when we acknowledge and explain patterns, build physical and theoretical models of sensations, develop sign systems to assist us stand for, control, and review concepts, and create treatments to address issues (Battista, 1999).