Teaching Mathematics And The Middle School Classroom

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.

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).

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,

Math has never been difficult for me. I think math has always been one of my strongest subjects. I think this because when I was younger I spoke Spanish first and then my parents put me in an all English speaking school and the only thing that didn't change for me was math. I never struggled in math through middle school because I always found it easy so my teachers would give me harder work than others. In the past when I struggles on a problem I would get frustrated really easy. I still get frustrated when I can't get something correct because I feel like I just want to give up and not try anymore. I would try to quit but then I remembered that if my parents found out I would get in trouble so I continued to do it. I wouldn't quit on it,

What is the most effective way to teach? Can students really learn and fully understand the material teachers convey to them on a day to day basis? According to a middle school mathematics teacher, his methods of teaching the traditional way was not as effective and producing a long-term impact as he would have liked. The article "Never Say Anything a Kid Can Say!" enriches us to the possibility of applying slight gradual modifications to our teaching methods and how we could find ways to utilize that information in the search for more effective teaching methods to encourage students to explain their thinking and become more deeply involved in the classroom discussions, thus developing their questioning skills (Reinhart, 2000). After

By twelfth grade U.S. was near the bottom in international rankings. Bill Schmidt is not the first to identify the “mile wide, inch deep” character of the American mathematics curriculum. A standard-setting process could be a powerful tool in narrowing and deepening the curriculum. (Haycock, 2002). It has been found that students will learn more mathematics when they are exposed to college-preparatory mathematics curriculum; even if they are not college bound. The Common Core standards emphasize critical thinking, creativity. and analysis over rote memorization. This curriculum makes a huge difference in student achievement (2014). The Common Core standards will also help build long-term abilities for our schools to deliver rigorous. meaningful

The NAEYC affirm that high-quality, challenging and accessible mathematics education for 3-6 year old children are a vital foundation for future mathematics learning. The first few years of a child’s life in development is important because teachers are individuals who play the key role to help children learn, grow and succeed in education. NAEYC and NCTM feel that young learner’s future understanding of mathematic requires an early foundation on a high quality, challenging, and accessible mathematic education. They feel children’s learning within the first couple of years of life demonstrate the importance of early experiences in mathematics also children start to engage in early encounters of mathematics developing their confidence in their

Math has not always been difficult for me.When I was in fourth and third grade math was pretty easy and fun for me.Yes I did struggle in middle school because the teachers had told me to focus on my English because I was behind and so I did focus on English and my math grades dropped.When I struggled on a problem in the past I felt as though I was not getting the subject and I was just going to fail.But I learned the subject by asking friends for help.If I had a really hard time on a problem I would just wait until the next day because the teacher would go over the problem in class.But if it wasn't to hard and I could solve it with a little help I would usually ask my friends for help.I would struggle for about fifteen minutes on that one problem

Math has always been difficult for me because I have always had trouble with in even in middle school. I was the students that always had trouble with it and didn't know a step to solving a math problem. I did struggle in middle school with around 7th and 8th grade but in 6th grade I was good at it because it was easy and the steps to soling a problem were short and easy. When I struggled with a problem in the past sometimes I would ask others for help that were in my group or I would ask the teacher when they weren't busy with other students because other students had trouble with problems too. But when I asked for help sometimes I still wouldn't understand how to solve the problem.

I like how you mentioned that we can help student’s see that just because they don’t understand something, does not mean they never will. I feel that your quote is a powerful sentence to comprehend. I was a victim to a fixed mindset in Math starting in middle school. I thought that I would learn more every year in school until I hit 6th grade Math.

I stared blankly at the dancing numbers on the edge of my paper. They were slowly fading away into a grayish blur that I could no longer read. The more panic I felt, the farther the numbers traveled away. While I struggled to gather my mind together, I could hear my teacher’s stern voice echoing in the classroom, “Pencils down. Pass your tests up to the front.” I looked back down at the chicken scratch on my paper. There was no doubt that the answers were all wrong.

Associate Superintendent Mary Jo Conery presented the first reading of the academic content standards of the course to the board for their consideration and approval. Dr. Conery reported that the applications of mathematics are a new fourth year high school mathematics course that were approved by the board on January 26, 2016 for the 2016-2017. The academic standards for mathematics provide a consistent, clear understanding of what student are expected to learn. The standards are focused, coherent, and relevant to the real world, describing the knowledge and skills that student need for success in college and career pathways. By steering high expectations with a commitment to succeed with all students, the district is positioning the future

I tried something new when I was in the 1st grade. It all happened when my teacher said Hey class we are going to learn about Multiplication. I remember when I heard that word I thought that was going to puke.

Many educators will argue what makes an effective teacher and how that correlates with the function of the classroom. When we talked about how to be an effective teacher we discussed three components, teaching through problem-solving and selecting appropriate tasks, creating appropriate environments and using appropriate interventions. In my field experience, I was able to observe these three effective mathematics teaching components and understand how they apply to the classroom. After leaning about these components, I was then able to use them in my personal experience and see how they

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).