Literature Review : A Common Proverb Essay

In a math classroom, the teacher cannot neglect the need for providing a print rich environment. “Word walls are a technique that many classroom teachers use to help students become fluent with the language of mathematics. It is vital that vocabulary be taught as part of a lesson and not be taught as a separate activity” (Draper, 2012). Draper acknowledges the fact that words in mathematics may be confusing for students to study as “words and phrases that mean one thing in the world of mathematics mean another in every day context. For example, the word “similar” means “alike” in everyday usage, whereas in mathematics similar has to have proportionality” (Draper, 2012). Fites (2002) argues that the way a math problem is written drastically will effect a student’s performance, not just in reading the problem, but in solving the math equation as well. There is where the misinterpreting of different word meanings in math comes into play. Fites continues with the importance of understanding vocabulary not just in reading but for math as well with the correlation between improved vocabularies in math yields improvement on verbal problem solving

Within mathematics instruction, strategies for solving basic operations are strong and systemic. However, students in the intermediate grades struggle with finding and using reliable strategies for solving word problems. The complexity of language that’s used in a mathematical context makes it difficult for students to have a confident approach. Therefore, action research is being conducted on how reading comprehension can be dove-tailed with word-problem-solving in an elementary classroom. Action research will be used to make a positive change in the

Controversy over the education curriculum has always been present. There has been a countless number of students questioning the reasoning for going over specific topics in all classes. The iconic “when are we going to use this in the real world?” question has sparked within the majority of mathematics classes. Stanley Fish’s editorial does not regard the importance of subjects taught in math courses, but rather, the material college professors should be teaching within their English courses.

English learners are currently the fastest developing student population in schools today. This makes it extremely important to provide these students with the programs and services they deserve. Providing a strong education for ELL students is what I personally believe to be an asset in America’s future. Today there are many challenges I believe teachers and students face when it comes to instruction and assessments.

Eighty-five percent of Miss Kane’s class is considered English Language Learner (ELL) and Brian Hernandez, the student studied, is one of these children. ELL specialists and math specialists assist Brian in his

-The student will be able to evaluate, and analyze the given information to solve mathematical word problems.

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

It is essential that teachers use a variety of strategies in their teaching, to ensure that EAL learners are being included into their mathematics lessons, at all times. Baker (2006) stresses, ‘BICS is said to occur when there are contextual supports and props for language delivery.’ (Baker, 2006, p.174) Therefore, non-verbal support by teachers can help to secure understanding for EAL learners, for example, using gestures with face and hands, or writing on PowerPoint and worksheets. The use of concrete rather than abstract starters, may allow EAL students greater access to the beginning of the lesson. E.g. matching words to pictures or grouping similar words. If language that is supported by contextual clues in the environment, helps the second language learner make meaning from the spoken, or written word, (Improving Second Language Education, 2011) then the use of objects, visual aids, such as a laminated pictures to signify different equipment or key words, such as mass, capacity at the very beginning of topic ‘measurement’ for example, pictures, charts and props should be utilized in

One of the first questions one must consider when dealing with ELL acquisition is what differences affect student achievement. In ELL education, there is a great amount of variation within the different approaches to teaching

Traditionally, mathematics and language-based subjects have been seen as occurring on opposite sides of a great divide. However, in recent years teachers have realised the importance of talk across the curriculum including mathematics. This is supported by the DfEE (1999a, p11) who state that ‘high quality interactive teaching is oral, interactive and lively. It is a two way process in which pupils are expected to play an interactive role by answering questions, contributing points to discussions, and explaining and demonstrating their methods to the class.’ The recent Cambridge review reinforced the message that ‘teachers

The age of the proverbs and sayings, as well as the age of the folklore is very difficult to be determined. There is relatively little and seldom convincing evidence about their origin. They appeared in literary form, and are in most of the cases and adaptation of the oral communication. The proverbs have been transmitted from generation to generation, until they were recorded as being a national treasure. Each country has its own proverbs that represent the culture [16]. It is also said that the proverbs are so old that they are going out of fashion or changing into clichés but still they have a very important role for the language.

know how to handle it we can always pray to God for help, instead of

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.

Within mathematics instruction, strategies for solving basic operations are strong and systemic. However, students in the intermediate grades struggle with finding and using reliable strategies for solving word problems. The complexity of language that’s used in a mathematical context makes it difficult for students to have a confident approach. Therefore, research is being conducted on how reading comprehension can be dove-tailed with word-problem-solving in an elementary classroom.