Teaching is more than delivering facts to students, it’s about developing a child to their full potential. I don’t want my students to memorize material for a test, then soon forget it, like I did growing up. This is not beneficial in the long run, students should know a math equation because they understand how to formulate it, not because they were told what the equation was. Because of this, I want to adopt a more constructivism approach to teaching math. I plan to be creative when it comes to math, and find ways where my students can construct their own learning and develop their own understanding behind the concepts of mathematics.
It has its advantages and also disadvantages which are sometimes alarming and one of these disadvantages are that when students do not know the basics and they are already using the calculator , it can be a problem when they are to perform mental calculations. They will have no foundation of knowledge in mathematics if they will not know mental calculation and solving problems by just thinking and not using any of the modern devices nowadays. This problem had been studied for years because researchers are curious if a calculator can really affect one’s way of dealing with numbers mentally. Mathematics has different fields and all includes basic calculations and one must first know how to analyze the things needed in a problem. A problem may need some manipulations first before performing calculations and a student very dependent to calculators might have a problem answering it.
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.
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 a commonly accepted fact that mathematics is difficult, obscure, and of little interest to certain people. The study of mathematics carries with it a stigma and people who are talented in mathematics are often treated as though they are quite normal. Mathematics has importance over and above the application of basic numeracy skills. It is also the prime vehicle for developing student 's logical thinking and higher-order cognitive skills. Mathematics also plays a major role in a number of other scientific fields, such as physics, engineering and statistics.
Mathematics is the science of reasoning and computations. It is the science or study of numbers, quantities or shapes. Kitta (as cited by Michael 2015), defined mathematics as the language that helps us to describe ideas and relationships drawn from the environment. Mathematics enables one to make the invisible to be visible, thereby solving problems that would be impossible otherwise. It is then the responsibility of mathematics teachers to make math known to students as mathematics is a necessity for survival.
It was so great that they understood the different mathematical processes involved in the problem though these were not discussed to them. Truly, in K + 12, they would be the ones who would discover the processes. In that case, the teacher had his or her less effort in discussing or elaborating the lesson. However, the weak point, as I saw it, was that students who failed to involve themselves in the activity also failed to understand the lesson of course. The subject mathematics is complicated.
As stated by (Wigfield and Meece,1988; Ma and Kishor, 1997). Other forms of mathematics appear to be difficult for so many people to attain, and some people have mild or intense specific mathematical learning disabilities. But not all disabilities can cause mathematical difficulties. Large number of children and adults have mathematics anxiety, which may intensely destroy their mathematical performance and learning, that were caused by avoidance of mathematical activities. On the whole study it implies that, attitudes to mathematics tend to be worst with age during childhood and adolesence,which leads to negative implications for mathematical development, adult engagement in
In the same frame of mind, Mathematics anxiety is the outcome of the learners having a negative viewpoint or humiliating experiences or happenings between them and their teachers in Mathematics. This kind of happening could make the learners to believe that they themselves will be unable to understand and has a low ability to understand Mathematics. This phenomenon is basically known as the “self-fulfilling
And knowing leads to prosperity. Similarly, recent principles and standards (NCTM, 2000), curriculum focal points (NCTM, 2006), and a conceptual framework for curriculum and instruction (NCTM, 2009) published by the National Council of Teachers of Mathematics accentuate the importance of teaching mathematics in context: Mathematics should help students understand and operate in the physical and social worlds. They should be able to connect mathematics with a real-world situation through the use of mathematical models. The connections between mathematics and real-world problems developed in mathematical modelling add 3 values to, and provide incentive and context for, studying mathematical topics. (NCTM, 2009, p. 2) One cannot deny the practical uses of mathematics in, for example, making wise purchase, measuring distances, finding locations, estimating expenses and anticipating future problems to find solutions early enough, to name a few.