When linking mathematics with visual arts, students somehow bring feeling and emotions to their work. They are learning through the affective domain by responding to the mathematical concepts they have learned, values it in their drawing and organize their prior knowledge of mathematics to modify their work and categories themselves as artists. In formal classroom teaching,
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.
The mathematics teacher was walking around the classroom, assessing how well the students
The evaluation was divided into two broad categories Scholastic that looked at the areas which were subject specific and Co-Scholastic that included activities that were co-curricular like life skills, attitudes and values. The Scholastic evaluations was divided into Summative assessment to help analyse how much the students have learned after teaching through various medium like multiple choice questions, long and short answers , match the following , fill in the blanks and understanding diagrams in science . and Formative assessment to evaluate the students everyday learning situations during teaching to help identify gaps to help provide feedback to teachers to take remedial action which was done through various tools like observation, document analysis ,peer reviews ,self-assessment ,tests and the various techniques used were like projects ,assignments , activities , making of posters ,charts ,collages ,group discussions and seminars whereas the life skills looked at enhancing the thinking, social and emotional skills . The summative assessment are to assess skills like teamwork ,leadership skills , memory and understanding along with
Authentic assessments should be tied to real-world contexts and require the student to “do” the subject. For example after a Math lesson on telling time to have the students complete a “time” worksheet. Tell each child to write their beginning time and once they
Functional behavior assessment involves using several methods to determine the causal and maintaining factors for a behavior that lead to the development of the intervention strategies to meet the individualized and unique needs of the student (Killu,
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.
Writing in the classroom would mirror various ethnic viewpoints and scholarly kinds. Math direction would consolidate regular life ideas, for example, financial matters, vocation, and shopper propensities for different ethnic gatherings. With a specific end goal to educate to the diverse learning styles of understudies, exercises would mirror an assortment of tangible open doors visual, sound-related, material. Multidimensional socially responsive showing includes numerous things: educational modules substance, learning setting, classroom atmosphere, understudy educator connections, instructional systems, and execution evaluations. Instructors from different orders (dialect expressions, science, social studies, music), may team up in showing a solitary social idea, for example, dissent.
These are the conversations we have internally, which can be either positive or negative. We use this type of communication to talk ourselves through problems, or to keep ourselves motivated (McLean, 2010). This type of communication affects our perception of a situation, and it can also affect the way we interact in a moment. One example of when I have recently utilized this type of communication is during a math test. Recalling the information and working through each problem took having a conversation with myself to ensure I was completing them to the best of my ability.
For this worksheet, students would have 8 treasure chests with an equation in them; for example, 4+3 and they would need to cut and paste which equation from the bottom was equal to the one listed above in the chest. (4+3=3+4). Students would then be able to color the different treasure chest. A worksheet that focuses on the Associative property of addition that the students can work on, would be a worksheet that has twelve equations and uses arrows to identify which part of the
This will be a perfect way to make them visual and understand the concept of math. The students can create a real world activity in their room. Let the students think and bring out their own knowledge that they have inside to learn what the teacher is
I was a math minor at Vanderbilt University and took multiple mathematics courses such as linear optimization, non-linear optimization and error-correcting codes to meet the degree requirements. All these courses required good understanding and application of linear algebra and algorithms concepts. To cite a few examples, in linear optimization course, I learned to solve a system of inequality equations using simplex and revised simplex methods that require matrix computations. Non-linear optimization exposed me to constrained and unconstrained optimization algorithms such as steepest descent, golden section
One of them is Tutoring Program that offers opportunities for students to ask questions, ask for help, and discuss with tutors in a specific subject. For example, there are many tutoring services in Math, Physics, Biology, Chemistry, and other hard courses. Furthermore, Supplemental Instruction program is a part of LLRC, which gives students chances to form a group session and work together with other students to succeed in a harder subject. This program also helps students to socialize with others outside of the classroom. Last but not least, LLRC provides many workshops too regarding English, Math, and other learning activities.
When doing this task I made sure to use real life example for the words, so they could get a better understand of the word. Once they start to recognize the words it was easier for them to spell and comprehend the meaning. I word have to direct the class to pull ou the book and make sure they were reading after they finish their work. Also, I went of many of the kids wam ups and exits tickets. Activity 7