Students will know how to perform basic mathematical operations (addition and subtraction) and will be able to know from “clue words” in the problem what operations to perform (i.e. “more…
Marilyn Burns, the author of the article "Nine Ways to Catch Kids Up" realizes that a handful of students are at risk in each classroom. Burns came into this realization after talking with a student named Paul about multiplication. She discusses three issues that are essential to teaching mathematics. This includes helping students make the connections among mathematical ideas, to build the new information on the student's previous learning foundation, and to accompany correct answers with an explanation.…
The students were able to add and subtract, but they were not able to decide how to find the most liked flavor in the class. To help them the teacher scaffolds the students through asking question and guiding towards finding right solutions. The lecture was designed so that the students to learn through discovering the knowledge. She supported the collaborative construction of the knowledge through encouraging the negotiation and collective work. The teacher was patient and she did not force the students, instead she accepted the differences.…
al review the impact of implementing cooperative learning into the classroom. To conduct their study, the authors gained insight into the perceptions of 10 teachers from Australia who introduced cooperative learning into their classes over two school terms. Having attracted so much attention over the past few decades and with copious amounts of research suggesting it has both academic and social benefits for students, cooperative learning is a topic of great interest to me. In this study the teachers reported a number of benefits to be gained from cooperative learning although difficulties with its implementation were also experienced. This article provided me with important insight into the problems teachers commonly experience when using group work. For example, the tendency for students to socialise rather than focus on the task at hand, the level of preparation required for its effective implementation and managing time effectively. Methods to overcome these problems were also mentioned with the authors identifying a number of factors as being crucial to its success including, group composition, task type and training for both teachers and students alike. With such a large body of research supporting the use cooperative learning the reluctance of teachers embracing it concerns me. Gilles et al. propose that this resistance may be a result of the lack of understanding from teachers, on the effective use of cooperative learning as a pedagogical practice. When implementing cooperative learning there are many factors for teachers to consider. These include, ensuring group work is well prepared and well structured, providing tasks that are challenging and demonstrate a level of complexity and preparing students skills to resolve and manage conflict and monitor group progress. This is significant as research suggests that often little consideration is given to group composition, task complexity or skill preparation, when students are…
Practical, theory and the constant development of attitude are vital to learning being allowed to happen within the learning environment. To do this the student must do more than just listen and watch. They must read, write, discuss, engage, problem solving and use hands on techniques. Students must also develop their thinking mentality of analyse, apply and evaluate to all areas of work, as getting the students to do things gets the student to evaluate what they are doing and why. The use of these teaching strategies in the learning environment is vital because of its powerful impact on students learning for example; studies have shown that students prefer strategies promoting active learning to traditional talk and chalk methods: Penner. Jon. G 1984, many teachers cannot lecture.…
According to Gonzalez (2009) cooperative learning is a strategy that teachers can use the help of peer group to increase conceptual learning to integrate prior knowledge to subject and topic learning, and ultimately, to increase academic achievement. The author stated young peers can act as resources for one another because they have different strengths and weaknesses across content and developmental areas.…
Working in groups is one way to differentiate this strategy for all learns as it utilizes advanced thinking strategies (Moore, Moore, Cunningham, & Cunningham, 2011, p. 181). More advanced students would have an opportunity to write their own word problems for an even great challenge and learning…
In addition, by quizzing the students on what I taught them the week before, their natural desire to impress helped them keep focused while learning and retain their information. For example, a third grader, Diana, was struggling to remember her multiplication facts, especially those involving multiples of seven, eight, and nine. She was never really motivated to learn them, so I challenged her to tell me at the start of the next lesson what eight times nine was. It took a few weekly reminders before she got it, but to my joy, she yelled out seventy-two when she saw me one week later, before I even asked. By repeating this every week with more multiplication facts, Diana was able to complete a multiplication table within a month of…
Since children learn differently than adults do, and do not have prior knowledge to draw meaning from, an important characteristic of a professional math teacher is to have the ability to create a classroom environment where students are encouraged to take risks and explore problems while learning problem solving strategies. According to the class textbook, A Problem Solving Approach to Mathematics for Elementary School Teachers, “If problems are approached in only one way, a mind-set may be formed.” (Billstein, R., Libeskind, S., & Lott, J., 2010) Teachers need to give students a tool box of strategies, such as, look for a pattern, examine a related problem, identify a subgoal, make a diagram, or work backwards.…
It is Bandura’s theory that interactive, collaborative projects help build self-efficacy and introduce new patterns of behavior. (Klinger, 1999) Thinking and learning are interactive. (Grabe and Grabe, 2001, pg. 49) Thus, my cooperative learning method of Survivor Algebra was born. Based on the TV show, Survivor, students are put into tribes where they can learn together. They still take individual exams (which we call “challenges”), but, in order to motivate optimal interaction, the tribe with the highest average wins bonus points. (Students can also win bonus points if each member of their tribe passes a challenge with a 70% or better.) In an effort to maximize their tribal average (and win the sought-after bonus points), most students get involved with their “tribemate’s” learning. Vygotsky believed that verbalizing ideas and learning to explain concepts to…
Two effective teaching strategies are cooperative learning and problem solving activities. Teachers should allow students to work together to complete projects where they can use their problem solving skills that are linked to real-life situations.…
My understanding of mathematical cognition is how children learn mathematics. In this article the authors state that children have a notion of quantity already before they acquire number words and that the carry out quantifying estimations long before they can calculate with precision (Feigenson, Dehaene & Elizabeth Spelke, 2004). Children are born with the ability to compare and discriminate small number of objects. Very early in their development they can represent quantities and even undertake operations with them. Infants and toddlers can only manage very small quantities or somewhat larger ones with limited precision (Butterworth, 1999; 2005; Deheane, 1997;Feigenson, 2004; Xu, 2005).…
The essence of making Number based Mathematics meaningful is to bring the subject to life and allow the learner to think for themselves, giving them the responsibility for their own learning. Teachers today need to facilitate the learning of mathematics, as opposed to “teaching” it and allow each learner to assimilate the concepts in their own way.…
Collaborative learning requires working together toward a common goal. This type of learning has been called by various names: cooperative learning, collaborative learning, collective learning, learning communities, peer teaching, peer learning, or team learning. What they have in common is that they all incorporate group work. However, collaboration is more than co-operation. Collaboration entails the whole process of learning. This may include students teaching one another, students teaching the teacher, and of course the teacher teaching the students, too. More importantly, it means that students are responsible for one another's learning as well as their own and that reaching the goal implies that students have helped each other to understand and learn.…
Many people have tried to describe what Mathematics is. Most definitions use words like logical ideas, interconnected ideas, relationships and patterns. Mathematics is an exact science. Some may find it very abstract but analyzing all the creations of God, from the symmetry on one’s body down to the proportionality and ratio in the nature, and curvature in some towers and bridges, Math is really everywhere.…