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).
And also this small scale research shows that incorporating Roberts Gagne’s instructional design model is an effective model to teach mathematics concepts though the model is very much focused on the objectives the learning process. And it also shows that students are well motivated to learn mathematics by using this model of teaching. Therefore this shows that the way of teaching effects the student’s curiosity to learn the subject matter and it is always important for the teachers to improve their pedagogical knowledge in teaching and learning process. Though the lesson taught in class 1 is well conducted, it is recommended to include more active strategies within the nine events of Gagne’s instructional design model. For class 2 it is recommended to used more activities which will gain the students motivation and to give individual help to the students to ensure the correct understanding of the concept for the students.
As it was seen, students quickly saw a pattern of adding the height of the blocks to the one before, and knowing they were ultimately looking for the rule, focused on finding the general rule instead of focusing on the patterns they could build, Standards for Mathematical Practice 8-Look for and express regularity in repeated reasoning. Ultimately, they were not spending enough time gathering data to develop a formula. In light of this, it may be more beneficial to provide time for the students to build and gather data before you present them with the idea of using the information to find any number thrown at
Complex number was the new content and added content by a real number. The students must be used basics knowledge to help for learning of complex number. Although students were not good to learn, there was a responsibility to come to class (Panida Phisidamornchai, 2014). The data were collected through interviews from 35 students who learned these found that complex number was difficult to understand and teachers teach not understand. Hence, test score of mathematics was not good.
A significant part of research for students with math difficulties have been centered around basic math skills, and less on how students process numerals (Berch and Mazzocco, 2007). Most of these students understand the concept of basic counting yet are not able to retain numerical concepts in the working memory which causes lack of critical thinking abilities (Geary et al., 2004). However, with new evidence emerging on how to find ways to improve students with math disabilities, it provides hope that a solution seems
My experience in high school Calculus can be tied into one of Dewey concepts which is that the more knowledge someone gathers into something the more experience is learned , which makes the problem simpler. In the selection Dewey states “the perplexing situation which have already been dealt either, so that pupils will have some control go the means of handling it”. Dewey establishes the concept that the experience that was already gaining from something; finding other solutions around that experience makes the problem able to be solved easier due to the knowledge gained from that
Students should choose the courses they learn to give the passion to educate, help them to success, encourage their creativity, and fight the failure. Students should choose the courses they learn to give them the passion to educate. If the student feels comfortable in what he learn he would easy like to go for education. That will help them to get higher grades, as they do what they like. For example, if someone likes to study mathematics, and we give him permission to choose the courses related to what he likes, then, we can help him to be a mathematics scientist.
When teachers facilitate a student’s understanding about how language used in every day circumstances can develop a different meaning when incorporated into measurement and geometry they help students overcome the difficulties associated with definitions. Difficulties in learning Geometry Many students regardless of their mathematical concept make errors because they have misread or misinterpreted the questions being asked. They incorrectly misinterpret signs and symbols and find it difficult to visualise particular concepts associated with geometry. Students with this difficulty might find it hard to distinguish the differences in objects that are unalike (Educational foundation, 2002). Another difficulty when learning Geometry is the inability to be able to relate the concept to the outside world.
For example when there is a problem that is being given most students still cannot undertake most of the complex words being used, i.e. the sum of instead of add, the product of instead of multiply, etc. these are some complexity that students needs to be taken slowly because different students have different rate on how they can absorb things. Furthermore, forming a number sentence to represent the mathematics involved in the word problem. In this problem children appear to find it harder to form a number sentence for some word problems structures than others.
While this traditional model might be helpful for remembering facts and procedures, it certainly does not cater to the high cognitive demand expected from frameworks like integrated strands for mathematical proficiency or common core practice standards. While students may develop procedural fluency, they would often lack the deep conceptual understanding essential to solve new problems or make connections between different mathematical ideas. Researchers suggest that the problem lies with students’ classroom experiences wherein students find little scope or motivation to engage meaningfully with Mathematical ideas and appreciate its true nature and this eventually leads to their disengagement with the