Introduction
Mathematics is a constantly changing world that develops and makes new advances every day that produces new problems to solve and new knowledge to build on (Dole, 2013). Therefore it is important for teachers to deliver authentic learning tasks that provide students with real world influences and allow students to not be overwhelmed by the concept of mathematics but actually relish and understand the process. This is done by getting to know students and their individual learning styles and providing lessons that are relatable, interesting and enjoyable by incorporating pedagogical practices and differentiation techniques with the Australian curriculum and positive behaviour management strategies. These are the processes and strategies …show more content…
This has been accomplished through a variety of activities and implementing various pedagogical practices and logical sequencing. It is essential to incorporate pedagogical practices within the lessons that promote intellectual quality and ensure the knowledge content of lessons involve intellectual rigour and address topics of substance and provide connectedness which demonstrates that content must relate to the students’ world both within and beyond the classroom (Churchill et al., 20). All activities within the lesson sequence have been based on these ideas and pedagogical content knowledge thus ensuring deeper knowledge and understanding of content.
Key pedagogical strategies and techniques included within this lesson sequence are direct instruction, explicit teaching, small group work, problem-solving and inquiry, think-pair-share, problem-based learning and reciprocal teaching. These strategies and techniques have been used within this lesson sequence to ensure that every student is receiving support and catering to their learning needs and their …show more content…
The way teachers teach mathematics impacts how students feel and respond to the material (Dole, 2013). Therefore it is the teachers’ first responsibility to connect to students and gain a knowledge and understanding of students interests, level of learning, ways in which they learn and their capabilities. The lessons within this sequence have demonstrated this by entering a series of questioning that addresses all aspects of students’ knowledge and understanding of the concept and employing questioning and providing feedback throughout the entire lesson. Lesson activities have been developed to encourage all learning styles by providing a range of activities that incorporating Gardener’s Multiple Intelligences, by implementing the multiple intelligences into the lessons allows students to demonstrate their learning and thinking in ways that feel natural to them and plays up to their capabilities. A variety of whole class, small groups, pairs and individual work has also been incorporated into the lessons to also allow students diversity and work in a variety of ways to suit their particular way of learning but also allow them the opportunity to challenge themselves by working in settings that are not a particular strong point for them. By allowing students to
Mathematics is a constantly changing world that develops and makes new advances every day that produces new problems to solve and new knowledge to build on (Dole, 2013). Therefore it is important for teachers to deliver authentic learning tasks that provide students with real world influences and allow students to not be overwhelmed by the concept of mathematics but actually relish and understand the process. This is done by getting to know students and their individual learning styles and providing lessons that are relatable, interesting and enjoyable by incorporating pedagogical practices and differentiation techniques with the Australian curriculum and positive behaviour management strategies. These are the processes and strategies …show more content…
This has been accomplished through a variety of activities and implementing various pedagogical practices and logical sequencing. It is essential to incorporate pedagogical practices within the lessons that promote intellectual quality and ensure the knowledge content of lessons involve intellectual rigour and address topics of substance and provide connectedness which demonstrates that content must relate to the students’ world both within and beyond the classroom (Churchill et al., 20). All activities within the lesson sequence have been based on these ideas and pedagogical content knowledge thus ensuring deeper knowledge and understanding of content.
Key pedagogical strategies and techniques included within this lesson sequence are direct instruction, explicit teaching, small group work, problem-solving and inquiry, think-pair-share, problem-based learning and reciprocal teaching. These strategies and techniques have been used within this lesson sequence to ensure that every student is receiving support and catering to their learning needs and their …show more content…
The way teachers teach mathematics impacts how students feel and respond to the material (Dole, 2013). Therefore it is the teachers’ first responsibility to connect to students and gain a knowledge and understanding of students interests, level of learning, ways in which they learn and their capabilities. The lessons within this sequence have demonstrated this by entering a series of questioning that addresses all aspects of students’ knowledge and understanding of the concept and employing questioning and providing feedback throughout the entire lesson. Lesson activities have been developed to encourage all learning styles by providing a range of activities that incorporating Gardener’s Multiple Intelligences, by implementing the multiple intelligences into the lessons allows students to demonstrate their learning and thinking in ways that feel natural to them and plays up to their capabilities. A variety of whole class, small groups, pairs and individual work has also been incorporated into the lessons to also allow students diversity and work in a variety of ways to suit their particular way of learning but also allow them the opportunity to challenge themselves by working in settings that are not a particular strong point for them. By allowing students to