Some of my teachers had a positive effect on me in that, they tried to show me the importance of Math and how it is applicable to my life. Other teachers gave negative influence and was completely unware that they were doing so. As mentioned before, not being able to do and understand everything within the time frame that the teachers allotted, caused me to feel as though I was not smart enough to understand the concepts. Help was given from friends and peers when necessary whether in the form of assistance with given work or explaining concepts that were not understood. I came from a household where Math is abstained from on all sides.
Only focusing on math, reading, and writing will not help students in their future lives, yes they are helpful things to have a knowledge of, but they are not the only things students need to have knowledge of in order to succeed. Also Teaching students to be good test takers does not help them to be prepared for adult life. ("Standardized Tests - ProCon.org." ProConorg Headlines. N.p., n.d.
These studies vary according to the criteria used. Many children with mathematical difficulties have a significant number with specific difficulties with mathematics. V. Mathematical Difficulties in Educational Policy The Learning Difficulties in Mathematics can be one of the causes of failure and, at times, may lead to the isolation of students in their educational environment and even to school dropout. The teacher must know the causes and characteristics of these difficulties in order to be able to treat them properly. We must highlight, therefore, the important role played by the training with what the teacher has to deal with them, but also their involvement when giving response to attention to diversity; For this reason, it has been tried to understand the methodology used by some teachers in the teaching of Mathematics, as well as their training, concerns and expectations regarding
For this observation, I was asked to observe how the teacher utilizes questions during class lecturing. Math is a very difficult class to ask many high-level thinking questions. I believe this is due to the nature of mathematics. The students prior knowledge has a lot to do with it as well. First, if the student is unable to do basic arithmetic or simple math operations, much of the class is dominated with correcting these errors.
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.
These problems need to be solve before it get worse and evolve to a bigger issues especially in kindergarten and primary school. But for me the problem which is usually found in an English class that have to be solve in early stage is that students are usually unprepared to learn in classroom. This problem might have been arise from some issues such as English not being their favorite subject, students don’t understand the lesson, laziness, translating word rather than phrases and also students don’t open up to teacher. As for the first issue which is English not being their favorite subject, there are solutions to this
What are the challenges hindering effective teaching and learning of Senior Secondary mathematics at Selected Secondary School? 2. What are the Senior Secondary teachers’ and learners’ views on how the teaching and learning of mathematics may effectively occur? 1.5 Significance of the
Problem-based learning (PBL) is a method of learning and teaching which allows students to focus on how they will learn and what they will learn. An unfamiliar problem, situation or task is presented to the students (by the lecturer or tutor) and students are required to determine for themselves how they will solve the problem. This method allows students to use their information in the given topic and identify the gaps in their knowledge as they have to solve the problem. The PBL and teaching method’s main aim is to develop the learner’s logical thinking and creative thinking, which can be actualized by solving problems and overcoming the problematic situations. Consequently the method’s problems are shown below: 1.
In everyday life, people naturally pose problems. Even a three year-old child may pose problems such as “Why is the earth round?”, “Why 1 and 1 equals 2?” The process of posing questions encourages us to think, to explore, to make connections between what we learned and new knowledge and to understand the world better (Xie, 2016). In our dynamic contemporary society, we often have to adapt to many unpredictable situations such as changing jobs and changing homes. Knowing how to identify and formulate mathematical problems can help us develop thought processes and skills applicable to the decision-making processes in such situations. In the school setting, students learn to focus on the outcomes of their problem solving efforts and have little
INTRODUCTION Field experience is very important for the development of student teachers since it is where they get a chance to put theory into practice. There are many studies emphasize the problems due to theory -practice tension in the context of field experiences (Rhoads, Samkoff& Weber, 2013; Darling-Hammond, 2006; Goos, 2005; Nolan, 2006; Sutherland, , L. M., Scanlon, L. A., &Sperring, A., 2005). These problems concern with the effectiveness of field experiences and it was reported in local, national and international journals. For example, mathematics student teachers might not get a chance to observe or apply what they learn from the university in the more conservative or concrete setting of schools (Zeichner&Tabachnick, 1981). Therefore, educators should think more carefully about the problems with initial teacher training.