I want to know if the gap in students’ mathematical skills at the high school level is attributed to the teaching strategies at the lower level. There is a tremendous need to improve students’ performance in mathematics. Many teachers are incapable of adaptation and are non-compliant with
The mathematics teacher was walking around the classroom, assessing how well the students
This was appropriate for third graders to help them develop note taking skills. • Arrays- The teacher drew various arrays on the board to demonstrate how to solve the mathematical sentences. This is a strategy that is used in teaching elementary math to give students a deeper understanding of multiplication. • Independent practice- Students were given several different problems to solve on their own.
The teachers usually teach from a textbook trying to help students understand the content and this adds to rote learning .Therefore at all levels in a school system the textbook plays a significant role as students are assessed through examinations that are within the limits of the textbook and for the teacher it acts as a structuring device in a particular sequence that can be applied
When Mrs. Hippchen asked the students to raise their hands if they obtained the correct answer to a question, Alina raised her hand. At one point, Alina was called upon to solve a math problem. She incorrectly answered the question, however, with her teacher’s feedback, she was able to correct her answer. Mrs. Hippchen then instructed the class to clear their desks to start a new math activity. Alina followed her teacher’s direction.
The method of gaming was implemented into the project because evidence-based- practice literature supports it as a dynamic learning process to improve students learning and enhance test scores. According to Robinson (2014), stipulates using gaming in the classroom rather than question and answer is productive for students. Furthermore, gaming enhances students test score and engagement. Students will be evaluated by providing five gaming questions on catheter insertion, removal, and care.
She required them to learn rise over run. They had to form groups of three where they had to measure the height and base of the steps. She traveled around the school taking them to several different steps where they had to measure, record and draw on their worksheet. It was a fun way to teach them about Math. She explained to me the process she uses in her Math class.
My view has changed some about how to perform better with diverse students in the classroom as well. For instance, to work with students and parents I will post daily homework assignments on the class website. This approach is helpful to students if they need to confirm the assignment given.
I have found that this approach fosters active consideration of the topic by students, as well as encourages students to construct their own understanding of the issues before and after each
By teaching students spatial reasoning skills at a young age, they have the ability to acquire the necessary math skills to achieve in higher-level math classes and math-related career fields. Spatial reasoning is an essential aspect of math education. By acquiring spatial reasoning skills, students also acquire mental rotation, visual spatial reasoning, and spatial vocabulary. Students are taught to think about how an object will look if they rotate it before they do it. They mentally visualize what an object will look like before that object is produced in
Unit Plan One: Law of Exponents Fauato Aokuso EDCI 556: Transformative Mathematics in the Differentiated Classroom University of Concordia, Portland I want to transform a Unit Plan for Exponents Rules, because exponent is one of the math components that some of the students have trouble solving. Some students have problem with it when they think about repeated addition and repeated multiplication. If I teach the basic rules of exponents, students will understand the difference between the multiplication and exponents. The other problem students mostly have trouble with in exponents is variables. Students need to understand the basics of solving exponential equation with variables.
I would use this day to allow the students to have independent work and practice time to work on the different properties that we studied during the week. I would have 4-5 activities picked out and ready for the students to work on. The first activity that I would have the students work on is an instructional math game on the laptops. The game is from Math Blaster and explains to students that a+b=b+a (commutative property), and then provides an example of this with numbers; (example- 3+6=9 and 6+3=9 or 9-6=3). Students would also be able to do an instructional computer game on the Associative property of addition.
I observed Laua Kapeller’s fourth grade class at Blackhurst elementary on November 18, 2016. The concept of the day was to refresh the students on perimeter and area of objects for the subject of math. The methods Ms. Kapeller used to teach the students was by power point and wooden block that were one-inch-wide and one inch in height. She explained the directions to the class first before handing out the blocks. She separated the class into partners and later on in the activity the partners had to form a group by joining other partners because of the amount of blocks the activity called for.
IDEA OR PRACTICE BEING USED: The district worked collaboratively with teachers to develop personalized learning for all educators to help with using new technology in their classroom. Educators were given an opportunity to teach learning sessions about something they feel they do well or choose learning sessions relevant to where they were with the ease of using technology using the SAMR model. Teachers could also create a TEPS project that involves exploring an educational project that can improve the classroom, and they earn graduate hours. Domain and Understanding that the ideas addresses: Domain III: Systems for Capacity Building Understanding: 0005 Understand how to use professional development for staff, faculty, and self, to promote lifelong learning and the success of all student