Marilyn Burns: Debunking Procedure To Learn

Essential aspects that underpin the professional and dedicated educator include the revising of knowledge and experience, reflection, and an effort in understanding their students. Within mathematics, these skills are informed by the curriculum chosen, the students involved, and the pedagogy that is selected, that create the professional judgement cycle (as seen in Appendix One) (Department of Education and Training Western Australia [DETWA], 2013a). The more teachers understand about their students, the more they can adapt the learning environment to cater for these different learning approaches (Burns, 2010).

Sometimes, when people hold beliefs, they rarely and deliberately search for counterevidence that disproves their beliefs. This leads to people having confirmation-bias. Kathryn Schulz describes confirmation bias in her book Being Wrong as "the tendency to give more weight to evidence that confirms our beliefs than to evidence that challenges them" (Schulz 124). In my experience, people sometimes completely dismiss evidence that counters their beliefs, no matter what the source of the information is. As an example, one of the beliefs that I had was that the drinking age should be lowered by a few years to give young adults the chance to find out how alcohol affects them, so that they can make more responsible choices. What I had not considered,

I will start this ARDQ by stating how troubled I am by the fake it till you make you it philosophy in religion and other self-help groups. I have stated this before in class, but the problem is religion is never wrong. If you haven’t attained inner peace or developed a proper relationship with God, it is your fault, never religions. If you are interested in reading more about this, I highly recommend Lance Dodes recent book The Sober Truth: Debunking the Bad Science Behind 12-Step Programs and the Rehab Industry.

Within this essay there will be a consideration to one key element in detail, with the intention of describing a successful mathematics lesson; with reference to relevant learning theory, prior attachment experience within early years and educational reporters.

In secondary school in spite of the fact that we tend to gauge accomplishment by evaluations, it is truly the amount we take in or comprehend from our instructors that is generally essential.

The beginning of the article discusses the experience that Sandra Argüelles Daire has when teaching mathematics. It continues with discussing the different activities you can do during pi week and different months of the year. Sandra shows us all kinds of activities that you can do with students to let them get excited and interested in math. Although, they cannot prove that these activities have helped students become more efficient in math their scores have increased and throughout the years the student’s participation has increased as well.

The dialogue of this article is informative but also casual. In the article, the writer uses relatable examples to explain his viewpoints mathematically. As a learner, the dialogue of the article is easy to understand. He gets his point across that learning mathematics isn’t only steps and

Joshua excels in the subject mathematics because he can understand and retain concrete, rules, sequences, patterns, and has a good memory of details and intense concentration. Therefore an action plan can be implemented to focus on

Children encounter messages about mathematic beginning very early in life. Their parents may say, “Oh, it’s okay. I wasn’t any good at math either,” or their siblings may say, “I loved multiplication! It’s so easy.” Because of this, by the time students are in upper elementary grades, they develop attitudes toward math including whether they enjoy it and how capable they believe they are in the subject. The research in this study was conducted with the 13 students in TCA Arshag Dickranian Armenian School’s 4th grade math classroom over the course of 5 weeks. From the beginning of the school year, the 4th graders in the classroom lacked motivation and enthusiasm for mathematics. It was apparent that students did not feel confident in mathematics and this was a contributor to the decline in their intrinsic math motivation. The most immediate answer to the problem was to teach students test-taking strategies that would allow them to be more confident in their test-taking while also raising their scores to motivate them at the same time. This brought about the question for the action research: What test-taking strategies will improve TCA Arshag Dickranian Armenian School’s 4th grade math test scores to a baseline average of 80 percent to promote their intrinsic

I expect this piece of research to give me confidence. In future, I shall not be afraid to look at a new idea and try it out – under controlled conditions – to see whether it improves my practice. I recognise that a willingness to experiment in this way, bearing in mind the curriculum, and the demands of achievement criteria, will keep teaching and learning fresh and exciting. At best, the impact on the learners will be to maintain or enhance their enthusiasm, and to improve their ability to understand new material and remember it.

Bransford, Brown, and Cocking (1999) suggests that different methods can be used in subjects such as math for the student to better understand the subject (p. 169). In math models can be used to explain the equation and the steps to get the answer. For lectures teachers can provide background information prior to the presentation. This will help some students work backwards to be able to see the conclusion. Left-brain dominant students practicing writing, will experience an increase in their writing ability.

Both the overlearning and the spacing effect strategies have also been applied to mathematical learning. When tested, overlearning showed no difference in the short term results compared to the long term results. Whereas the students who used the spacing effect showed higher scores than those who used mass studying. Those who used the spacing effect “outscored the massers (74% vs. 49%)” (Rohrer 2007). With this being said, most mathematic textbooks utilize overlearning and massing even though research shows that these strategies are highly ineffective. Rohrer suggests that the practice problems provided in

Abram demonstrates an excellent understanding of terms covered this far in math. He works hard in class and uses his time efficiently. Often Abram rushes through exams and does not go over his work. It is important that Abram seeks assistance if he does not understand what the question is asking him. This will benefit Abram in the upcoming term.

Although mathematics has not changed, the manner in which it is taught has changed in substantive ways in recent years that are far removed from rote memory drills and traditional dusty chalkboards. As one mathematics educator emphasizes, "Chalkboards have come a long way, haven't they? In the past, the standard writing surface in the mathematics

Of all the personal and psychological variables that have attracted researchers in this area of educational achievement, motivation seems to be gaining more popularity and leading other variables (Tella, 2003). All the above stated reasons, for persistent failure in mathematics, which have been proffered, bear relevant in one way or the other to the poor performance of pupils in mathematics. This has lead to a cycle of events that could be illustrated thus: When explaining the illustration above (Aremu, 1998) explained that; when pupils express lack of interest in the subject, it affects the way they react or listen to the teacher. And when many of the pupils believe that they cannot pass, the teacher is also affected. This is because aside of this negative response from the pupils, he/she as well is already being confronted by a lot of other factors (e.g., low income, low status in society, large teacher-pupils ratio) and so on. These may cause him or her to resorts to the easiest way of disseminating knowledge that is ‘chalk and talk’ without the use of instructional materials. He may not also bother to vary his teaching styles to suit individuals; therefore the cycle goes on (Aremu 1998). One unfortunate outcome of this is that,