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.
For example, teachers should shine light on how studying algebra actually develops stronger problem solving skills and leads students into a deeper level of thinking. If students were to see that even if they do not solve specific algebraic equations in their lives outside of algebra class, the skills that are gained by thinking on a higher level will allow them to be successful on many different levels. In today’s technology driven society relating the content to the students grows increasingly more difficult. Students in the modern classroom communicate and “operate within what they came to call “mulitiliteracies””, meaning students speak in a way that is used in computer and text message language (Ryan 192). Even in the young grades, teachers need to relate the content in which they are teaching in every way possible.
support teaching and learning Unit 312 Support numeracy development Outcome 1: Understand current national and organisational frameworks for mathematics 1.1: Explain the aims and importance of learning provision for numeracy development The aims and importance of learning provision for numeracy development is to ensure that all pupils understand that maths is an important part of everyday life, and will continue to be used throughout their life. Maths is taught to children in many different ways, sometimes there can be too much emphasis on the recording of ‘sums’, if this is introduced to children too early it can slow down the pupil’s progress in thinking mathematically. Maths is now taught very differently to when I was in school, because there is more emphasis now in how you arrive at the answer and finding different methods of arriving at the correct answer particularly in the early primary phase. Showing the children different methods of arriving at the answer improves their investigation skills. The mathematics curriculum is intended to give the children a better understanding of numeracy.
And I want to tell a truth about me, and maybe lots of students are like me. When I was a student in Grade 9, I had 9 class every day, and I had at least 3 math class in each day. That time, we did not have time for noon break every day because we had to do math exam. The way of teaching is another important factor. In other parts of the world ,the math teacher focuses more on the ability of learning by oneself.
This essay will examine the definition of mathematics anxiety first. Then, it will shows that mathematics anxiety is caused bytwo categories, teachers’ influence and internal influence. Furthermore, there are four strategies explored in this essay, which are, improving teaching techniques and develop teachers’ positive attitudes about mathematics, using technology as a tool, creating supportive environment in classroom, usage of a range of assessments. Finally, this essay suggests that the combination of those four strategies could be an effective way to overcome mathematics anxiety. Introduction Mathematicsis a significant and fundamental subject in secondary education globally.
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.
Sorry about the negative diction I am professing towards math, but the truth is that I lost my love for it year’s ago―with the help of horrible instructors. Geometry always fascinated me and it was more interesting than Algebra. When I failed AP Geometry I was not surprised, but rather hurt because when I looked over the year I actually came to the understanding that I did not learn much. The only important piece of information in AP Geometry I learned were how to associate the differences between each type of triangle, calculate supplementary and commentary angles. Through my ability to comprehend a few vital components of Geometry in my freshman year I knew that when I retook the course during my junior year many of the assignments would be familiar.
Within my own workplace educators have been working through the EYLF and have identified mathematics as a content area in which they lack knowledge, understanding, confidence and creativity. The EYLF says educators require appropriate mathematical vocabulary and knowledge of powerful mathematical ideas in order to help children become numerate (DEEWR, 2009). Research suggests that teacher conceptions about mathematics subject matter, teaching and learning impact their actions in the classroom (Golafshani, 2002). Ginsburg, Sun Lee, and Stevenson Boyd (2008)suggest that most early childhood educators provide children with a very narrow range of mathematical content, focussing mainly on common shapes, and small counting numbers. Research calls into question whether early childhood educators have appropriate mathematical knowledge and skills to provide young children with the range of mathematical activities and learning that are required to ensure they are developing towards being numerate.
With regards to the importance of Mathematics, this essay will consider effective pedagogy and the opportunities associated with such when relating to the principles and practice within CfE. In order to provide children with a wide range of knowledge and skills to develop an understanding of Mathematics, it is a teacher’s professional obligation to apply effective pedagogy within the classroom. In 1982, Cornelius stated it is clearly unrealistic to expect children to have the ability to teach themselves a difficult subject - it is the role of teachers to find a way of presenting it in an acceptable form to pupils of all abilities. This can be achieved by using different strategies which include active learning, collaborative learning and interdisciplinary learning. There are multiple theories associated with pedagogy.
Children are introduced to complex math concepts, such as measuring, counting money, organizing statistics, counting by fives, and tens, along with fractions. They are not expected to master the concepts but they are doing worksheets related to these concepts. Some of them are just too complex for some children to understand leading to frustration and possible boredom because they can’t pay attention to something that they can’t understand. Why can’t curriculum just focus on the basic concepts and allow complete mastery of those? Reading and writing are also more complex.