1.2 Background to the problem Learners are exposed to different kinds of methods when dividing numbers for example using the invented method, but however long division is regarded as the standard algorithm or traditional algorithm when dividing numbers in mathematics (Beckmann. 2011). When I was teaching this particular topic of long division in mathematics and what I had observed in school environment learners mostly complain, moreover claim not to understand how the long division standard algorithm works when they are busy with dividing numbers and asked to divide more than two digit numbers. This topic takes up much of the time for learners to master the concept of division using the standard algorithm. I spent more time teaching long
INTRODUCTION Math had been my interesting subject from my elementary class, but my main interest in Math Subjects beginning to grow from Grade 9. I was hugely inspired by the teaching methodology of my Math teacher who focuses mainly on a concept, not just way to solve the mathematical problem. I remember that I love to read the introductory pages of Trigonometry and brief proof about how various formulas in basic trigonometry are obtained. Even though I just need to remember the formulas in order to perform good in my exam, I was very keen to know how those formulas are derived. This process helps me to understand the abstract concepts of mathematics, like trigonometry.
It is then the responsibility of mathematics teachers to make math known to students as mathematics is a necessity for survival. The quality of teaching and learning mathematics has been one of the major challenges and concerns of educators here and abroad. As Boaler writes the opinion: Our future depends on mathematical thinking, but math trauma extends across our country – and the world – due to the ineffective ways the subject is often taught in classrooms, as a narrow set of
They have no interest in the subject due to lack of understanding and of failure to attain computational skills and most of all, of fear inculcated in the student’s mind. He added that this problem originated from practical situations where the social values of arithmetic exist. It is therefore suggested that teaching mathematics should be fun, thus making the students believe that it is easy for them to deal with it. Through practice and understanding of mathematics, fear toward the subject will be lessened, if not totally deleted. One of the primary aims and urgent problems of the school is to adjust individual students to a school program that can teach mathematics severely in dealing with numbers (Araque, 1998).
This controversy turns into arguments and disagreements. For me, homework totally can help students in study because there are many benefits we can get from doing homework. Everyone has their own opinion right? I have my own opinion too about this topic because I think it is better if I say homework is helpful to students. Why?
Robert Gagne’s instructional design model Introduction This assignment is given from Mathematics education 3 and currently I am studying in Villa College as a primary degree student. As a primary degree student being aware of the most effective ways of teaching mathematical concepts to the students is very important to gain the attention of students to the learning process. And quality teachers should have a confident and a personal understanding of the concept and ethics of what they are teaching. In addition to this a teacher can become a quality teacher by doing researches on her own to find out the best ways to teach. Consequently this assignment is based on doing a small scale research on differentiating the effectiveness of Robert Gagne’s
The pedagogy consists of the teaching strategies that are used to develop understanding of mathematical knowledge. It is important that the students think about the content and how they might be brought to think in a different way. Eric Wood (2003) suggested that pedagogical devices such as teaching vignettes and the development of good pedagogical cases with a mathematical basis can help teachers provide prospective teachers with a framework for discussion of both pedagogy and mathematics at the same time. This approach can allow for a conceptual change in both these mathematical understandings and students views about how mathematics can be taught. However, pedagogy also relate to classroom management.
However, most mathematics teachers in Malaysia have not learned mathematics via technology tools. The importance of preparing teachers to teach mathematics using appropriate technology has highlighted many research studies (Drijvers et al., 2010; Niess, 2005; Voogt et al., 2013). Learning mathematics with ICT also helps students in learning process and actively control over students’ thinking process when trying to solve the
Often, this meant going back to the basic concepts such as fractions, integers and using letters to denote numbers. I would spend a lot of time getting the student to master these basic concepts since once he missed out on one these foundations in math, the rest of it would not make sense anymore. As the basic concepts start becoming clear to the student, I observed that teaching the lessons at hand progressed smoothly. Furthermore, as a tutor, I was able to develop my flexibility to adapt with the different needs of my tutees. I always see to it that I impart to them different techniques or methods in solving specific mathematical problems since everyone comes to understands math concepts in a slightly different way.