1. Use a range of research-based, culturally responsive, and universally designed practices to differentiate mathematics instruction. Many students struggle with math and have difficulties understanding the concepts that are associated with mathematics. Common difficulties include difficulties understanding the language of math, understanding numbers, counting, patterns, algebra, geometry, and procedural operations. (Salend, 2016, pg ??) There are many strategies that teachers can use to help students who are struggling to understand math. The textbook suggests the use of progress monitoring, hands-on engaging and interactive curriculum, the use of explicit instruction, and the use of models and examples to help students who are having difficulties …show more content…
Many of the same strategies that work for differentiating math and social studies instruction can be applied to differentiating science. When choosing texts, teachers should choose texts that students can understand as well as explain important concepts and main ideas. Texts should include examples and visuals. For example, a concept such as the water cycle can be shown in a visual, so students can visualize the different parts of the cycle and the order they go in. Science teachers should also teach academic language that relate to the content so students will be familiar with the language during instruction. For science, the use of visuals, modeling, and demonstrations are very important. The use of discovery learning and hands on activities is also very important in science. The use of experiments allow students to interact with the content and to discover what happens in an experiment. Instead of students just hearing or reading about a concept, seeing it come to life in a hands on experience can be very motivating as well as benefit their learning. The use of collaborative learning can also help differentiate instruction. Students can work together and help each other learn complex concepts as well as work on experiences and projects together. Technology can also be used to differentiate science instruction. For example, students can do experiments digitally, such as dissecting a frog digitally. This allows students to gain the knowledge from the online simulation without having to dissect a real
Guided Practice PERFORMANCE TASK(S): The students are expected to learn the Commutative and Associative properties of addition and subtraction during this unit. This unit would be the beginning of the students being able to use both properties up to the number fact of 20. The teacher would model the expectations and the way the work is to be completed through various examples on the interactive whiteboard. Students would be introduced to the properties, be provided of their definitions, and then be walked through a step by step process of how equations are done using the properties.
“One thing is certain: The human brain has serious problems with calculations. Nothing in its evolution prepared it for the task of memorizing dozens of multiplication facts or for carrying out the multistep operations required for two-digit subtraction.” (Sousa, 2015, p. 35). It is amazing the things that our brain can do and how our brain adapt to perform these kind of calculations. As teachers, we need to take into account that our brain is not ready for calculations, but it can recognize patterns.
Introduction This essay aims to report on how an educator’s mathematical content knowledge and skills could impact on the development of children’s understanding about the pattern. The Early Years Framework for Australia (EYLF) defines numeracy as young children’s capacity, confidence and disposition in mathematics, and the use of mathematics in their daily life (Department of Education, Employment and Workplace Relations (DEEWR), 2009, p.38). It is imperative for children to have an understanding of pattern to develop mathematical concepts and early algebraic thinking, combined with reasoning (Knaus, 2013, p.22). The pattern is explained by Macmillan (as cited in Knaus, 2013, p.22) as the search for order that may have a repetition in arrangement of object spaces, numbers and design.
-Students’ motivation and meaningful learning in primary science and technology According to Brady (2008), young children usually show an innate attraction towards science and technology. As teachers, we should take advantage of that innate attitude and develop age-appropriate experiences in order to make science come alive in unique and meaningful ways for children. However, the latest science literary NAP report conducted by the NSW Education Standards Authority (2015) reflects that even though most students show interest in learning new aspects of science, many of them do not relate science to their daily lives. In other words, they are not able to assess information accurately when making decisions in the real word.
Numerous calls for change in the ways science is being taught in America offer beguiling challenges that are not new to the science education community. Most visions of promoting educational change focus on the societal need for a more scientifically literate nation. Such changes and literacy developed through the use of research-based instructional methods are predicted to increase recruitment into math, science and engineering careers that serve as America‘s economic engines (Center for Science, Mathematics and Engineering Education, Committee on Undergraduate Science Education, 1999; National Science Foundation, 1996; Project 2061/American Association for the Advancement of Science, 1989). Along with science literacy, calls for change in instructional methods stress active learning through inquiry that models scientific processes. Research indicates that teachers who use collaborative or active teaching approaches achieve higher levels of student learning than those using more traditional and passive instructional techniques (Goodsell, Maher, & Tinto, 1992; Wankat, 2002; Weimer and Lenze, 1994).
In practice, science is conducted in interdisciplinary teams, and I will offer students experiences in collaborative problem solving to bolster confidence in their knowledge and will allow them to absorb significantly more information. Students that take learning into their own hands not only retain knowledge but actually understand concepts and research more than with traditional, instructor-centered teaching. Therefore, I envision my courses being a mix of teaching approaches, with some formal lecture, scientific writing, scientific analysis, discussion groups, presentations, and hands-on activities. I firmly believe in incorporating current research topics into lectures and discussions to show real world applications and how research evolves over time. It also will allow students to be involved in the scientific process of critically examining others’ work and developing their own research questions and hypotheses.
In conclusion, teaching methods, learning environment, education policy, attitudes towards math and other factors influence Chinese students and American students’ performance in math. There are certainly some aspects that America should learn from China in math teaching. Firstly, math teachers in America should take responsibilities to enhance their own qualification in math teaching. Secondly, a proper math standard should be discussed and decided on curriculum reform to make sure schools in the United States have the same goal to reach. Thirdly, American students should realize “mathematical capability is a key determinant of productivity in the society”.
I indicate how grouping these students regardless of these conditions help to develop their social and mathematical skills. Since the amount of immigrant students in the U.S. schools continues to grow, it is essential to pay more attention to such instructional gaps, their educational attainment and the ability of learning the English Language. All these factors are important to students’ achievement in learning Geometry during the school year. Geometry is a subject where students need to know the basic math concepts and have a good knowledge of algebra 1, in order for them to succeed and move on to the next level of
Math is often one of the hardest subjects to learn. Teachers know rules that can help students, but often they forget that those rules become more nuanced than presented.
Research in mathematics education provides important information regarding the processes involved in effectively teaching and learning mathematics. According to Even (2003, 38) improving the mathematics teaching and learning has always been the overarching goal of researchers in the field. By researching mathematics in the context of learning and teaching, it can impact both students and teachers and strengthen the understanding of mathematics education. While investigating the study of mathematical thinking and its growth to contribute to the understanding of human development as well as to the practice of learning and teaching mathematics, Anna Sfard wrote a highly controversial academic research monograph, “Thinking as Communicating:
With decades of research, it came to a conclusion that not all students learn the same way. Jeremy Roschelle is co-director of the Center for Technology in Learning at SRI International. In his research, he examines the classroom use of innovations that enhance learning difficult ideas in mathematics and science. Chad Lane has a Ph.D. and M.S. in computer science and wants to create educational technology that will compelling and engaging.
Playing mathematical games teach the students how to count and it teach them different strategies about problem solving. While playing mathematical game they will become familiar with the numbers and other problems. 2. What materials are present to aid their development of math concepts? When children learn about
Research Proposal Practical Application Activities in Mathematics: Can students’ understanding of mathematics concepts improve if the curriculum is integrated with the content area subjects? By: Juan Bottia, Tiffany Rampey, Aaron O’Brien National Louis University ESR 505 - Graduate Research: Mixed Methods Instructor: Dr. Erika Burton October 12th, 2014 Purpose of Study The goal of this investigation is to study the impact of using practical application methods to teach mathematics in a 3rd grade classroom. We want to investigate the impact it will have on students’ understanding and mastery of the Number and Operations in Base Ten domain of the CCSS (Common Core State Standards).
( this is to teach you what to do and not to do during experiments) Additionally what you like, what you learn, and how would you improve your presentation. Also this is more of getting people into the habits of sharing scientific knowledge. One of the biggest problem we have nowadays is the lack of communication in the scientific world. Share about new inventions that were discovered, change in science community, and no trump please unless he cure cancer
W., & Yang, E. (2004). Using a science writing heuristic to enhance learning outcomes from laboratory activities in seventh-grade science: Quantitative and qualitative aspects. International Journal of Science Education, 26(2), 131–149. Hohensell, L. M., & Hand, B. (2006). Writing–to–learn strategies in secondary school cell biology: A mixed method study.