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55 Cards in this Set
- Front
- Back
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Discovery Approach |
The ultimate goal is that learners learn how to learn raher than what to learn |
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Discovery approach |
Also known as inductive method |
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Inquiry Teaching |
Teacher provides the problem, students identify the problem |
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Inquiry Teaching/ demonstration approach |
Providing learners with content related problems |
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Mathlab approach |
Children in small groups work through an assignment or task card |
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Mathlab approach |
Work in an informal manner, move arround, discuss |
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Practical work approach |
The learners manipulate concrete objects and or perform activities |
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Individualized instructions using modules |
Learners to progress by mastering steps through the curriculum independently |
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Brainstorming |
Teacher elicits from the learners as ideas as possible |
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Brainstorming |
An excellent strategy, create creativity among learners |
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Problem solving |
Learner-directed strategy in which learners think patiently and analytically |
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Cooperative learning |
Eliminates completion among learners |
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Cooperative learning |
Fosters positive intergroup attitude in the classroom |
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Integrative technique |
Integrated curriculum mode is both a method of teaching and a way of organizing the instructional material |
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Use dramatization |
Invite children pretend to be in a ball or box |
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Use children Bodies |
Suggest that children show how many feet, mount, etc |
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Use children play |
Engage children in block play that allow them to do mathematics in numerous ways |
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Use children's toys |
Encourage children to use scenes and toys to act out situation such as cars |
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Use children stories |
Share books with children that address mathematics |
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Use children natural creativity |
Children ideas about mathematics should be discussed with all children |
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Use children problem solving |
Ask children to describe how they would figure out problems |
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Is variety of strategies |
Bring mathematics everywhere you go in your classroom |
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Use technology |
try digital cameras to record children's mathematical work |
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Use assessment to measure children's mathematics learning |
Use observation, discussion with children, and small group activities to learn |
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- Today's students - Students' lack of mathematics foundation -Distinguishing characteristics of high and low achieving schools - the teacher shortage |
Crisis in math education |
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Nations Assessment of Educational Progress |
NAEP |
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Third international mathematics and science study |
TIMSS |
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- Number of books in the home - Presence of study aids - possession in the home - level of Educational attainment of parents - number of hours spent working at home |
5 variables in home background |
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- home background - home-school interface - school size and location - school social climate - student attitude towards science or mathematics - instructional activities in science or mathematics class |
Distinguishing characteristics of high and low achieving schools |
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Home school interface |
Included here are variables that may be influenced by both home and school factors |
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School size and location |
Variables operate at the school level |
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School size and location |
Include the degree of urbanicity of the school |
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School social climate |
Consist of factors that are conductive to a safe, orderly, and productive learning environment |
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School social climate |
Included are school discipline problems, both administrative problems such as dress code |
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Student attitude toward science or mathematics |
This category consist of students attitudal factors |
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Instructional activities in science or mathematics class |
Includes variables that describe aspects of classroom instructions |
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- import foreign teachers - introduce a project - offer incentives to qualified students - offer competitive salaries - allow retired teachers to teach part time - create new teacher-mentor program - start a teachers' career bulletin board on internet - advertise jobs earlier |
Possible solutions to teacher Shortage problem |
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Making math accessible Equity Math anxiety Concretizing mathematics |
Goals and challenges for secondary. Math teachers today |
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National council of teachers of mathematics |
NCTM |
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NCTM |
According to them, educational equity in mathematics is a core element of the vision and intent |
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Equity |
Supports the belief that all students are capable of learning mathematics |
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Equity |
Can be achieved through effective use of technology |
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Dr. Sheila Tobias |
According to her math anxiety is a failure of nerve in the face |
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Teacher |
Have to be specialized in the content area and pedadogical skill |
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John Glen |
Former astronaut and US senator, mathematics will supply the core knowledge to the next generation |
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Technology |
Can be useful in engaging students who are generally not motived by a traditional teaching |
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Cooperative learning |
The advantage of this instructional strategies include the development of reasoning skills, increase self esteem |
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Hands on material |
These are tangible objects that students can explore, arrange, move arround |
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Curriculum standards |
Describe the essential topics in mathematics that students would conceptualize and apply |
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Curriculum standards |
Describe the essential topics in mathematics that students would conceptualize and apply |
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Professional |
Describes way that educators can present mathematical activities |
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Assessment standards |
Describe the philosophy of recommended assessment practices |
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- number and operation standards - algebra standards - geometry standards - measurement standards - data analysis and probability standards |
Content standards for school mathematics |
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Problem solving standard Reasoning and proof standard Communication standard Connection standard Representation standard |
Process standards for school mathematics |
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Equity Curriculums Teaching Learning Assessment Technology |
Principles for school mathematics |
