Four Teaching Strategies That Increase Curiosity in Math

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There are many strategies and techniques that could be used in the classroom to encourage curiosity in math, but the four I chose to discuss I thought would be the most beneficial. This is due to the way they support auditory, visual, and kinesthetic styles of learning. The four strategies teachers could use to encourage curiosity towards mathematics in a classroom include co-operative learning, guided or discovery learning, simulate real life experiences, and active student learning. These four learning strategies range from group learning to the use of manipulatives to real life experiences and group discussions where students can share their ideas and thinking processes. Therefore, students would be able to learn in a variety of formats like listening, seeing, taking notes, and by using their hands.

The first teaching strategy mentioned is co-operative learning strategy. In which, students can use think-pair-share, peer-tutoring, or group assignments to work together to learn how to solve mathematical equations. The purpose of co-operative learning is that students can benefit from teaching each other, sharing ideas, and clarifying their own thinking processes while working together in groups of two or more. For instance, teachers can create worksheets or quizzes that are a bit more challenging than the student’s homework so the students will need to work as a group to solve all the problems. And, if they all get the same grade than they will be more to likely communicate together, share their work, and ideas with each other to attain the best grade possible. Additionally, since group assignments or activities are based on the need for students to compare their work and answers with one another, discuss the ways in which they solved an equation, and justify why their answer is right will help reinforce what they previously learned, thereby encouraging students to participate more in group activities and more inclined to enjoying math.

The second teaching strategy involves creating or simulating real life experiences that will help teach a variety of math skills. The purpose of creating real life experiences is to make math more relatable to students. It will also demonstrate how math is used in the community and in their lives on a daily basis. This will create more interest in math, since students will have a tangible sense of why math is needed. A good example of this strategy includes role-playing or dramatic play. The goal is to create real life experiences in which students will need to use their math skills to solve every day problems. For instance, making play currency and having the students go to the market to buy produce is one experience that is a necessity in life. The teacher can have the students make a list, create a budget and have the students buy what they need within their budget. Then, they can pay a cashier and the cashier will then need to give back change. Given the age of the students, the teacher may not have a dramatic center, but can then have students work in pairs at their desks. For example, each student creates their shopping list and budget; buy their produce on paper, then take turns paying each other with different amounts of currency which the cashier will then need to give them change. The benefit about role playing is it can be all imaginary or done in the class with few a materials, means that with some creativity the teacher can recreate any type of real life experience the students may encounter. Some examples include buying a house, paying utilities, buying a car, going to the movies and paying for the tickets and snacks.

The third teaching strategy to create curiosity and understanding toward mathematics in the classroom is to include guided discovery learning or hands on learning. Both types of strategies allows the students to use their hands in different ways, but one uses more guidance from the teacher while the other allows the students to discover the learning...
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