An effective math teacher is one who encourages a student’s hard work ethic, asks the questions that provide students with critical thinking skills and applicable knowledge, and provides guidance and support for each individual student. Regardless of the size or location, within any classroom there exists a diverse student population with a variety of needs, abilities, and learning styles. Eliminating the traditional inflexible style of teaching enables teachers to adopt the behavioral, cognitive, and constructive methods, which have been scientifically proven to create and maintain an efficient learning community. However, classrooms are unlike scientific laboratories, in which only controlled, independent, and dependent variables exist. Therefore,
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This knowledge will ultimately lead to the student’s future career success; however, achieving the necessary proficiency is only possible through developing a student’s ability to think critically. Bloom’s Taxonomy provides the necessary guide to posing questions that will ultimately lead to a student thoroughly understanding the subject. These questions within Bloom’s Taxonomy are classified under six domains: remember, understand, apply, analyze, evaluate, and create. However only the “Analyzing, evaluating and creating domains are higher order levels of thinking” (Santrock, 2010, p. 405). By asking high order level thinking math questions and allowing students to reach their own conclusions based on the given information, students acquire knowledge applicable to future financial, distribution and construction situations. Because this knowledge is relevant in daily life, the student will find the information meaningful or elaborative, which according to Santrock “is more likely to be remembered” (Santrock, 2010, p. 264), thus providing evidentiary support for using Bloom’s Taxonomy. This practice helps teachers fulfill their responsibility to provide students with a deeper understanding of the applicable knowledge that will contribute to their future
This knowledge will ultimately lead to the student’s future career success; however, achieving the necessary proficiency is only possible through developing a student’s ability to think critically. Bloom’s Taxonomy provides the necessary guide to posing questions that will ultimately lead to a student thoroughly understanding the subject. These questions within Bloom’s Taxonomy are classified under six domains: remember, understand, apply, analyze, evaluate, and create. However only the “Analyzing, evaluating and creating domains are higher order levels of thinking” (Santrock, 2010, p. 405). By asking high order level thinking math questions and allowing students to reach their own conclusions based on the given information, students acquire knowledge applicable to future financial, distribution and construction situations. Because this knowledge is relevant in daily life, the student will find the information meaningful or elaborative, which according to Santrock “is more likely to be remembered” (Santrock, 2010, p. 264), thus providing evidentiary support for using Bloom’s Taxonomy. This practice helps teachers fulfill their responsibility to provide students with a deeper understanding of the applicable knowledge that will contribute to their future