The Theory Of The Mathematics Teacher

8. One or more highly disruptive student :Find out the real reason for such indiscipline & disruption & try to sort that out. eg. if the child is a 'genius', and so causes disruption because of bordom and is way ahead of the class, then provide him/her with work/activity on the side, suited to his/her

The most important conclusion from this editorial is knowing that mathematics is changing/will change over time. With that being said, reading this article and becoming familiar with the thirteen rules that expire, gives a teacher the opportunity to break out of the “norm” by teaching children by using tips, tricks, and strategies. This article allows teachers to understand that the concepts being taught need to be sustainable for years so they will not fall under this category of “expiration”. The commentary, “13 Rules That Expire” has many strengthens in the points

I have a relativity small class with almost balanced ratio of girls and boys as I have 9 students (5 girls and 4 boys) with narrow age range 6-7 years old .They are all Egyptians with no special needs students in class.

Marilyn Burns attest to the fact that more learners are unsuccessful in math than any other core subject, Dylan William’s believes with application of principles effective lessons can be constructed to take shape where learners can progress to the top 5 in intercontinental standings in math. Robert Marzano, on the othehand, ascribe to vivid learning objectives with employing the chunking procedure to increase learning along with continuous check points for

The Standards for Mathematical Practice are essential tools that will ensure a student has everything they need to improve in their knowledge and understanding in mathematics. Thus, it is highly important that all level mathematical educators try to implement these standards into their classrooms. Ultimately, there are two sections called, “processes and proficiencies” in which the standards are derived from. The practices are depended on these two standards in the mathematics education. For the reason being, that they provide strategies that will help develop a foundation that students may rely on to comprehend and approach a problem. In other words, the standards do not show step-by-step ways on how to solve a problem, but rather help a student feel comfortable and confident in approaching, analyzing, and finishing a problem. The process standards defined by the National Council of Teachers of Mathematics emphasizes a way of problem solving, reasoning and proof, communication, connections, and representations. The proficiencies identified by the National Research Council include, adaptive reasoning, strategic competence, conceptual understanding, productive disposition, and procedural fluency. Knowing how beneficial the Standards for Mathematical Practice is for students, it is clear that as a future teacher I will implement these strategies in every classroom so that all my students may have a chance to prosper.

The first instructional principle was, rich-activities for making connections. This instructional principle is where students are exposed to the three distinct worlds of math (quantities, counting, and formal symbols) and how they are connected. The second instructional principle was, exploring and discussing concepts. In this instructional principle, students explore the concepts of math and then turn around and discuss those concepts learned in a social context. The last instructional principle was, ensuring an appropriate sequence of concepts. In this instructional principle, students are exposed to concepts in a grade-appropriate manner that allows them to grow instead of being too complex for the

When teaching mathematical concepts it is important to look at the big ideas that will follow in order to prevent misconceptions and slower transformation

What did you learn about the challenges of mathematics teaching and learning? One thing I learned about the challenges of teaching mathematics was how hard it is to not interfere as soon as a child is struggling with a problem. Sometimes you have to allow a child to struggling through a problem because that how they learn. That immediately helping them and telling them what to do isn’t going to help grown their understanding. Other thing was the multiple ways that you can think about math. How you, a teacher, think about a problem and how you would solve it isn’t necessarily how all your students will think and solve a problem. Just since it isn’t that same doesn’t mean their method is any less correct. You need to support all your

The fraction lesson that we worked on in class has given me a deeper understanding of fractions that I did not have before. Fractions have never been a topic of math that I have took a liking to. They have intimidated me for as long as I can remember. I did not imagine in my wildest dreams that there was going to come a day that I could understand fractions. Being enrolled in the math for educators course has contributed significally to this newfound understanding. This class has taught me a lot of valuable knowledge on how you can make fractions easy and at the same time fun for yourself and the students you are trying to teach.

Star (2002, 8) finds that procedures are an integral component of mathematics and Wu (2000, 5) uses cumulative and hierarchical mathematics in showing that learning one topic requires knowledge of most if not all, of the topics preceding it. Sleep and Boerst (2012, 1039) have shown that effective teaching involves engaging learners’ preconceptions and building on their existing knowledge in order to learn new processes. Long (2005, 64) believes that the distinction between procedural and conceptual knowledge executes a framework which can provide a “starting point for a careful conceptual analysis of what concepts and skills underpin important mathematical

As an art enthusiast and a student majoring in Design, I can truly relate to the ideas being presented in the assigned videos and readings. Lockhart’s Lament was especially eye opening in my opinion; the theory behind it and they way the author delivers his thoughts fascinates me the most. As a result, I was compelled to finish reading it.

The teacher began her lesson by stating the objective. She also had the “I can” statement listed on a sentence strip. She did a nice job referring to the objectives throughout the lesson and closed her lesson with restating the “I can” statement again. The SPED teacher did not state the objectives, have it posted or refer to the objectives at all during her lesson.

Mathematics is a versatile and always changing subject as people research and theorize new ideas. Calvin Clawson proclaimed that “the single most compelling reason to explore the world of mathematics is that it is beautiful, and pondering its intriguing ideas is great fun” (2). To make this subject easier to explore, teachers should be implementing the history of mathematics into mathematics education. They should do so because of the numerous benefits that it would yield to students and teachers. Po-Hung Liu stated that integrating history of mathematics into daily lessons and such will help students and teachers by increasing the students’ motivation to learn, help them to develop positive feelings for math, help to develop students’

Think about a time you may have taken or passed a test, then questioned what you really learned versus what you just memorized for the good grade? In John Taylor Gatto’s “The Seven-Lesson Schoolteacher” he says “We are not taught to learn, we are taught to remember.” (Gatto, pg.) . As a teen at seventeen years old, I completely agree, as would many other teens I am surrounded by in high school. We have all become professionals in remembering the answers, but in the end not taking any actual, solid knowledge of the teaching. It is not only as teenagers, even adults and elementary students have also picked it up and those elementary students will carry it into adulthood. It is not an age habit, it is society as a whole who choose to remember the instruction of the concept instead of learning, which I too am guilty of.

Teachers, students, and parents need to recognize the relationship between the affective and cognitive domains, and attempt to nurture those aspects of the affective domain that contribute to the positive attitudes. To experience success, students must be taught to set achievable goals and assess themselves as they work towards these goals.