Liberty University Mathematical Reform: Using Phi Delta Kappan Series EDUC 301 There is an issue of reform versus the basis. Reform is the improvement of something wrong or is corrupt. One thing that is corrupt is the American education system dealing in mathematics. The society has many questions on why students have problems in math rather than any other subject they take in school. Some questions that have risen are still needed answering by the many school districts in our nation especially dealing with the curricula of the mathematics courses and text books, and also and the districts investment in the school districts.
Reflection on Liebeck and Skemp Reflecting on my readings of Skemp, R. (1989) Mathematics in the Primary School, and Liebeck, P. (1990) How Children Learn Mathematics. I have reflected on the importance of Mathematics in the world around us as human beings and how it is taught within our schools. Skemp asks the question ‘Why is Mathematics still a problem subject for so many?’ One of the theories put forward is that the teaching of Maths is seen as satisfying teachers and adults by children achieving ticks for their mathematical work passing exams without fully understanding the subject. However children are achieving this through rote, a form of habitual learning. Intelligent learning is adaptable achieving the answer by way of different procedures or routes (building up knowledge) in understanding how to figure out the problem by a variety of schemas.
A. Strategy # 3 : Visualize success My specific actions: When I visualize success, I will be able to encourage myself. Then my brain won’t be full of thoughts I can collect my thoughts and solve the problem, or answer the question. B. Strategy # 6 : Write memory cues on the test My specific actions: In my math class I will write equations and words that will cue information that is triggered by the cue.
He is a scholar who lacks literature knowledge and cannot remember the algebra that he learned in his youth. Instead of trying to define what well-educated means, he asks the question, “Should we be asking about the purpose of education?”(Kohn 2, topic 1) There are many people out there who can memorize texts and other materials, do the homework, or pass tests with high scores- does this mean that they are well-educated? “Does the phrase well-educated refer to a quality of the schooling you received or something about you? Does it denote what you were taught, or what you learned (and remember)?”(Kohn 2, topic 2) Should the basic tests and exams that are given to everybody be the measuring standard of the education level of an individual? There are many bright and motivated thinkers that cannot do well on tests.
Jessica Newton Professor Fiske Math History Oct 10, 2012 Math Doesn’t Suck by Danica McKellar In the book “Math Doesn’t Suck” Danica discusses many important math concepts. She also talks about her experiences with math and throws in some middle school humor to keep the reader interested. I believe she did a very good job on giving different techniques to use in the book for each concept she discusses. Danica McKellar covers a broad range of topics in her book ranging anywhere from factorization to solving for X, while giving great tips and techniques on how to better hone your mathematical skills. The first section in the book is about factors and multiples.
“The institutions traditionally procure, provide and control the technology for learning but now students are acquiring their own personal technologies for learning and institutions are challenged to keep pace” (Research in Technology Learning, 2010). Computers and other technical devices that are being used to enhance student learning helps to make teaching more creative and effective; however, it has also caused a lot of confusion and chaos in regards to ethics. Once teachers only had to be concerned about the basic rules of classroom etiquette and they could govern their classroom visually. Now teachers have to implement rules and guidelines to ensure that technology in the classroom is being used for its intended purpose to protect students from lurking dangers that might not always be detected by human
I decided to meet with him to figure out the cause. He told me that he was behind on the material and therefore he couldn’t keep up with his classmates. I have figured out a way to fix this problem. During Math, I have made up different centers with the students. The students are grouped into a center based on their learning abilities.
Standardized Test Students of all ages are getting their number-two pencils sharpened and finest energy drinks ready in order to stay alert and prepared for all the standardized tests they will soon be encountering. For the last 50 years, standardized tests have been a way to measure students academic knowledge. But are standardized tests a proper tool for measuring student readiness? Standardized test are a problem because there are so many different factors that determines how well a student does on the test. Passing a standardized test is a skill that can be taught, but does not truly measure what a student has learned in the classroom; therefore standardized tests should not be used as a tool to measure students knowledge because students have more to offer than just filling in bubbles.
Which made me wonder if he was "getting it" I realized I had begun to explain it a little to mathematically, I had taken it away from the fun Jessica Watson and gone in to the usual way of teaching maths . When I took it back to the factors that effected Jessica, and why she may not have always had the same amount of travel each day the interest was ignited. One of the children commented that they couldn't believe that all this fun maths was in the paper. That to me was priceless to see that they were using skills they already had and applying it in a way that was opening up their understanding to the
NUMERACY KNOWLEDGE AND UNDERSTANDING - USE OF MATHS IN A VOCATIONAL CONTEXT Introduction According to Kelly, B (2008): “ We all agree numeracy is essential to work. We are a little less sure exactly what numeracy skills are relevant to work and much less certain about the numeracy skills underpinning employability now and for the future.” In this report I will be investigating the use of mathematics in a vocational context, including appropriate teaching and learning issues. The vocational area I have chosen to look at is Painting and Decorating. Over the past year I have taken one class of the ICA course for Key Skills in Communication and Application of Number at Level 1 for which I was allocated one hour per week and the assistance of a vocational tutor in the classroom. Traditionally, students wishing to study Painting and Decorating at the college initially enrol on the Building Craft Operations (BCO) course.