Mathematics : A Scheme Within Mathematics

According to Seyfarth (2008) “all of the actions of a human being originate from inner motivation” (p. 81). Therefore, teachers need to reflect on their beliefs about education in order to keep motivated and teach effectively. This paper will present my own personal practice theories and beliefs about the learner, the teacher, and the subject matter. As well as to analyzing the importance of the classroom climate, the parents, the school leadership team and the principles of learning.

Although this is just a brief description of a typical lesson from the Framework guidelines of the Numeracy Strategy, it is clear that the importance of mathematics is stressed over and over again. This is evident where the Framework continually stresses the importance of linking mathematics wherever possible. The Framework suggests that children should identify between mathematics and other subject areas for e.g. in geography map reading will require calculations of measures and angles etc. Teachers are encouraged to bring to the attention of their pupils where these links can be

Classroom motivation can be a trying event in a high school arena especially in mathematics. Mrs. Bettice took matters in her own hands compiling questions for research action plan to evoke insight to her unenthusiastic math class. This qualitative study collected information through a student survey to apprehend reasons for her unenthusiastic math learners.

Do you love math? Do you have fun doing it? Have you ever wondered what it means to be good at math? I have and in this essay I will be describing what it means to be ‘good at math’ and if I am good at math. I will also be talking about how I do math and my enjoyment in it.

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

The recent change in the national curriculum in mathematics, as well as having positive impacts, will also cause issues in teaching and learning mathematics. One of the

When teaching children place value, I will start where human kind started, one- to- one ratios, then once the students have mastered this concept, we will travel to grouping visually to represent numbers. Initially students will be given objects and asked to group to make counting easier. After students have developed their idea of grouping, I will guide them to grouping of ones, tens, hundreds, and thousands, in numerical form i.e 1,241=1000+ 100 +100 +10 +10 +10 +10+1. By moving to this step next, the students will be able to understand the value of zero is a holder for numbers that could be there, but are not. Additionally, this step will get students thinking of how groupings can be developed for further use in the next phase of learning. After students have mastered the previous step, they will again be given a number and asked to represent it in picture format. This will develop their understanding of grouping and through this students will hopefully group in a similar manner to how I did (by tens, hundreds, ect.), then write the numbers with the system we currently use (2 groups of 10 with 3 remaining=23). If not, I will guide them to this understanding. “When it took humans so long to construct these ideas, how can we not be impressed with the seriousness of young children’s mathematical endeavors” (Place Value on the Horizon, pg.75)? This proves, that consistently throughout the process we need to be flexible with how children ‘come to mean’ and be patient with the process. After all, they are learning a complicated process in a fraction of the time in which adults determined the process themselves in the

In this question, the student is demonstrating their knowledge of being able to recognise that the place value system can be extended beyond hundredths (ACMNA104). According to the curriculum, using the child’s place value knowledge and division by 10 will allow the student’s knowledge to extend. A number of researchers have found that some students are confused by the range of symbols that decimals can hold in mathematics (Barmby, Bilsborough, Harries & Higgins, 2009). Therefore incorporating this into the answers will allow the educator to determine who understands the value of decimals. It is highly important for students to understand that the place value system is a multiplicative system where each place shows multiplication by 10 (to

First of all, I want to introduce myself, I?m original from China. I love kids, so I want to be a teacher. I think children are very pure than anything. I would like to share with them my experience to help them find their own way. And I believed that everything beginning from Zero, if you want to learn, you will learn a lot. Mathematic is my favorite subjects. I believed that it should connect with real world, for instance it can connect with money. And I believed that math teacher should prepare hands-on activities to help children to explore math, do not just read text book or give students theory that is not good for children to understand. Meanwhile, the teacher should hold children interested to frost children self-motivation for math.

This essay will be addressing the following statement, “It is crucial to develop in children the ability to tackle problems with initiative and confidence.… 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, 2006, p.3). This will be done with a discussion on the two main teaching pedagogies of Constructivism and Behaviourism. A detailed explanation of what these pedagogies are and how they have been used in the classroom will be explored. This will lead into the effectiveness of both pedagogies comparing the main differences between them. Finally, a discussion on the teaching of mathematics into the future and

Place value is essential to developing number sense and without it students would not be able to give meaning to numbers. Place value underpins important mathematical concepts, such as part-part-whole knowledge, estimations, mental strategies, flexible partitioning, and knowledge of multi-digit operations (Dawson, 2013; Hurst & Hurrell 2014). Frequent hands-on counting experiences with concrete materials, models, resources and activities are mandatory to progress students understanding of place value (Appendix A). Ross (2002, p. 420) states when students are provided with conceptual problem-solving activities rather than procedural activities, a greater understanding of place value is developed. Moreover, multiple embodiment experiences allow students to work flexibly with numbers. Research shows students’ ability to work flexibly with numbers in different contexts are limited if they are not provided with “…perceptually different models” (Reys et al., 2012, pg. 28). Hence, students’ development of place value relies heavily on conceptual learning with explicit multi-embodiment experiences and tasks using concrete resources. However, before students can develop base-ten number and place value systems, educators must introduce pre-number concepts including classifications, patterns, conservation, comparisons and one to one correspondence, group recognition (subitising), and counting strategies (Rey et al., 2012). These concepts are

Mathematics is a challenging subject but of little practical use. Discuss. On account of the initiation of education in human society, Mathematics has taken possession of in the programme of studies. In the recent past, Mathematics is taken to be the foremost subject than ever before (James Lighthill, Newer Uses of Mathematics). The essence of Mathematics is not only meant for skilled or experienced people but also for the common man. Although, Mathematics is the study of numbers or quantity, it has been a crucial tool in our daily life. Like, making purchases, travelling, taxes, insurance all require mathematical calculations. As a consequence, Mathematics is a prime vehicle for the evolution of logical thinking and other professional skills

This units has improved my mathematical competency and my disposition towards mathematics. I now feel a lot more confident in many specific mathematical areas and in mathematics in general. Also, I am much more aware of the progress in my mathematical understanding as I have identified my current strengths and weakness as well as created solid plans to improve the weaker areas. A negative disposition or anxiety towards mathematics, can hinder improvement. Students who are anxious, bored, fearful, or simply believe that mathematics is unimportant, are likely to avoid the study of mathematics (Metje, Frank, & Croft, 2007). This then becomes the real challenge of mathematics classes as the main emphasis is diverted from teaching the mathematics content to giving the students confidence in their mathematical skills. A reoccurring notion throughout this unit is the ‘big ideas’ of mathematics. A big Idea is an idea that is central to the learning of mathematics and a statement that links numerous mathematical understandings into a coherent whole (Charles, 2005). Charles (2005) believes that these big Ideas should be the “foundation for one’s mathematics content knowledge, for one’s teaching practices, and for the mathematics curriculum”. This is because grounding one’s mathematics content knowledge on these big ideas establishes a robust, in depth and advanced understanding of mathematics.

The scheme is based on a year 2 class, looking at place value through partitioning, one more, one less and ten more, ten less. I have chosen this due to it being the key focus within the curriculum for key stage 1 learners. The aim by the completion of Key stage 1 stands that pupils have a strong understanding, confidence and mental fluency with whole numbers, counting and place value (DfE,

Learning math skills is critical for establishing a foundation for success in mathematics. The model intends to promote and develop students’ mathematical skills and knowledge. Also, the model is designed to build a strong mathematical foundation for students. As students have individual differences, the model employs several learning theories to meet students’ learning needs and achieve their potential in mathematical skills. Thus, the model relies on the progressivism philosophy and multiple intelligent theories. In addition, there are some goals have been taking into consideration when designing the model which includes the following: