Questions On Learning And Teaching Mathematics

The cognitive domain looks at three areas, transgression, threat and loss. How the client perceives these three areas is the focus of the cognitive domain. There are four life dimensions that are used to assess the cognitive domain, including physical, psychological, social relationships and moral/spiritual. These categories also “mirrors Maslow’s hierarchy of needs” (Meyer, pg. 62). As the client’s needs are met they will then be able to proceed to the next level of need and begin to work on fulfilling those.

Teaching is not merely about methods used and material presented in the classroom, but about shaping students’ lives to help them construct a firm foundation for a successful future. I desire to teach my students basic life skills as well as challenge them to set and reach their highest goals.

In Affect - A basic Summary of approaches, Andrew Murphie puts forth thought on the concept of affect and how it directly correlates with the language. Affect is described as what occurs right before one becomes aware of how they are feeling, and thus turning that feeling into an emotion. That being true, affect is moment to moment and is constantly changing, for emotion is continually being altered in order for one to be fully present in every point in time. Affect comes and goes instantaneously, for at the instant when it comes, one makes an effort to put affect into words, turning the affect into a feeling or emotion and it is gone. Affect cannot be put into language, but it is always something that will be with one. That being said, one cannot describe one’s affect to another. Though, by trying to talk about one’s affect, one must speak about the instant that created said affect, and by expressing one’s thoughts about their moment to moment experience, one can try to evoke a similar experience in another’s mind.

strategies and learning tasks to re-engage students (including what you and the students will be doing)

Some of the goals of schooling and society in the United States are to develop students and citizens, who have high aspirations, believe in their capabilities, are hopeful they can realize their aspirations, and are optimistic about their future in general. Such characteristics are important because each leads to overall well-being (Bandura, 1977; Scheirer & Carver, 1985; Snyder et al., 1991), student achievement and higher graduation rates (Snyder et al., 2002) through a personal sense of urgency which allows them to take control of their life, challenge themselves, persevere through difficulties, and cope when obstacles arise (McBride, 2012).

Another idea to improve mathematics performance in elementary level is to encourage the student to link the existing knowledge and the new knowledge effectively while working math problems/examples. A worked example is “a step-by-step demonstration of how to perform a problem” (Clark, Nguyen, & Sweller, 2006, p. 190). This will prepare the students for similar problems in the future as they bridge the connection between the problems and the examples. In many cases, students are encouraged to link the informal ideas with the formal mathematics ideas that are presented by the teacher to be able to solve problems. When students examine their own ideas, they are encouraged to build functional understanding through interaction in the classroom. When students share among themselves on differences and similarities in arithmetic procedures, they construct the relationship between themselves hence making it the foundation for achieving better grades in mathematics. Teachers can also encourage students to learn concepts and skills by solving problems (Mitchell et al 2000). Students do perform successfully after they acquire good conceptual understanding because they develop skills and procedures, which are necessary for their better performance. However, slow learning students should engage in more practice

Identify and select appropriate strategies that assure faculty and staff will work as a learning organization focused on continuous improvement of student learning.

I would take to strengths of my students knowledge to build on it. I would be sure to focus on the understanding and scaffold at all times to be sure that even though some students

The notion of affect is essentially understood along the words such as emotion, feeling and attitude, however it can be termed as a much more complex phenomena which is constituted deeply within human design, influencing cognition and behavior of everyday interactions. In the reading Navigating Moments: A Conversation with Brian Massumi, explains that ‘affect is this passing of a threshold, seen from the point of view of the change in capacity’ (Massumi and Zournazi, 2002, pg. 212). In other words, there is an equal and opposite reaction of affecting something and that is to being affected. The passing of threshold is governed by the bodily self, in which the capacity of the body to affect and be affected does not remain fixed (Gibbs 2002).

In the article titled, Positive Brains Are Smarter Brains by Donna Wilson the article provides us clear and specific instructions on how we can guide students toward taking control of their attitude. According to Wilson, (2015) when we apply metacognition to both the emotional and cognitive aspects of learning we can support students to develop their knowledge and skills. For instance, we can teach students to employ control over “significant influences on their emotional outlook being able to accomplish this will improve their focus on positive outcomes” (Wilson, 2015). As we teach and explain to students that we are the ones that can increase our positive feelings by taking charge of our thoughts and behaviors.

i) average: assume using 4.0 GPA scale to treat those grades, that means A=4, B=3, C=2, D=1, E=F=0. Then the average would be 2.67 (2 d.p.), that is usually considered as

Being an elementary school teacher comes with a tremendous amount of responsibilities. As a teacher, it is important to know how help all children learn, and contribute to the classroom in an effective way. With students having their own unique way of learning, and contributing to the class us as teachers need help our students find out where they shine in the classroom. As a teacher helping students learn in the way that beneficial to the student is the most important part of the job. A way to help the student succeed in the classroom is to find a goal they are passionate about, find a reward that helps give the child something to work towards. Whether it is an academic goal or them having to work to be able to stay on a sports team. According to Bigpicture.org learning goals are tools used for problem solving and offer a set of boundaries to help the students look at the real world. With helping students set goals it gives them the tools

The positive or negative mentality and neural readiness towards an event, thing, place or person are what attitudes represent. The affective component is the emotional response a person has towards an attitude object. Throughout the day a person may find themselves feeling a wide range of emotions like sad or happy, embarrassed or proud, envious or comfortable. An unregulated affect can become dangerous to a person’s health, however, normally our affective experiences allow us to function properly in situation and aid in our chances of survival. People’s affective responses signal to them that things are well or not well depending on whether they are in a good mood or not. The affect people experience may also contribute to how one engages in particular behaviors; if a person is experiencing a positive affect,

Providing our employees the opportunity for personal growth and development in a safe enviornment that encourages teamwork and risk taking;

They know where to look for the answer to both the common everyday information needs and for the answer to the more perplexing, less-easily-addressed, problems of life. They are familiar not just with where to look but also with the tools and processes required to find those answers. Zabel (2007) points out that efforts to train students to be adept at attaining information through a variety of mechanisms must be “integrated, relevant, ongoing, collaborative, and applied” if they are to be successful in preparing those students for success in their academic and professional careers (Zabel ,2007).