My inquisitiveness leads my interest in investigating if there is a correlation between constructivism (active learning) and students’ performance in mathematics at the middle school level. 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 students can absorb any information from other students who have a diverse cultural background. In the video, students were able to convey to their groupmates about the math problem. The mathematics teacher was walking around the classroom, assessing how well the students
10) The following instructional strategies used in the properties of multiplication lesson: • Modeling- The teacher wrote on the board what she wanted the students to write in their math journals. 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
She occasionally looked over at a peer’s paper during the activity. 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.
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. Students worked in small groups collaborate to answer questions related to catheter insertion, extraction, and maintenance.
It was not all fun in games. 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.
Generally, one or two students do raise their hands to pose a question for clarification. However, to make sure the directions are understood I will call on a few students, one at a time, to tell me what I need to do in order to accomplish the task. 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.
Then the students are asked to conduct online post-class activities that wrap up important concepts that we learned in class. 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
Students use math skills not only in math classes, but also in other classes such as chemistry, physics, and economics. 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.