1. In the identified video in ATLAS (Case #2454), the mathematics teacher did a great job in making sure he used cultural appropriateness in his learning outcomes. You can tell from the video that the teacher made sure that everything was out in the open. This mathematics teacher used cultural appropriateness by allowing the students to work in groups to help each other with the math problems. This allows the students to be productive with students of a different culture.
Math is useful in my career, because I will be responsible for teaching young children the fundamentals of Math which they will need to understand. The children will rely on the teacher to transmit the information which is necessary in their formative years. In addition, being able to understand and solve mathematical problems is not only necessary and important for me but also the young minds that I will help to develop. Math is also very necessary for day to day functions. Many people would say that they do not see how Math is necessary to certain aspects of life; although it is being used every day.
Introduction Professional Development is crucial to help elementary teachers to excel. Professional Development continues to be at the forefront of helping standards-based pedagogies in elementary math classrooms (Polly, Neale, & Pugalee, 2014).Professional Development comes in all forms and all subject matters for elementary teachers. Professional Development can be just one training or on going over a period of time. The research indicates on going Professional Development is powerful because teachers learn it, plan their implication, teach it, and reflect on it. Then, they come back to build on the training even more.
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.
These were based on research in the area of concerns. One action research, was designed with the math teacher using spiral teaching math concepts. Data was collected using the district benchmarks. At this school, the population was mostly ELL students. An action research was created using academic vocabulary in math using student vocabulary booklet.
According to Tracy Huber (2008, 1) “A teacher’s most essential job is to help students gain and retain knowledge —to take true ownership of what they have learned.” Through this quote we can interpret that learners need support such as concrete manipulatives to perform the necessary task in order to grasp the concepts. However concrete manipulatives have an important part to play in a learners schooling life especially towards maths. In my essay below I will explain the conceptual and procedural knowledge, the history of manipulatives, my understanding of concrete manipulatives, ways in which manipulatives can support students, how manipulatives help students gain conceptual knowledge and how a grade 3 teacher can teach Cuisenaire rods in equivalent
(Ritualo, 2000). This work would serve educators, particularly in assessing students, Supervisors and Curriculum Planners to find understanding the outcome of assessment (traditional and authentic) on science appreciative and learning conclusions of scholars. Classroom assessment practices are based on teacher beliefs, training, knowledge and skills in educational assessment. Understanding teachers’ classroom assessment practices remains pivotal for informed educational decisions that can be made about students’ learning outcomes. The results of this study may provide valuable insights for understanding teachers’ classroom assessment practices and needs for teachers in and other parts of the world.
There is also the strong sense that perspective-taking can be beneficial for learning in the formal disciplines. For example, perspective-taking is an integral part of what is referred to as "historical thinking" and it is a practice that is often prescribed for students by researchers and practitioners in history education (e.g., Kohlmeier, 2005). In other areas, such as science and math, perspective-taking is often implicit in classroom pedagogies: "You need to approach this problem like a mathematician" or "What would be the important questions to ask if you were a
The teacher should never give up trying to help the students succeed in Mathematics. The teacher needs to give specific examples and applications of Mathematics. The teacher should review basic Mathematics skills with the students. c- Learning mathematics is a building block process. Each step builds on another one.
According to Schwartz (2015), ¨Homework is a way for teachers to see where their students are at academically, what they understand and what they don't understand¨ (p. 1). Homework is an excellent way for teachers to observe what their students do and do not know. When bringing homework home, students are challenged to do the work on their own and figure out a way of learning that works for them. The following day, teachers are able to see if the student fully understands the assignment; if they do not, then the teacher is able to review it in class. We were able to see what he understood and what he was having difficulties with (Schwartz, 2015, p. 1).