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.
It is your responsibility to read the syllabus • Respect your classmates by creating a positive learning environment. Show up on time and if you are late, enter quietly without disrupting. Using a cell phone during any quiz or test is considered cheating and will result in a 0 on that assignment. • Show up for class. Attendance will be taken at each class and will be used for student monitoring.
When students see others doing this it quickly reminds those who may have forgot that they too need to place their homework in the basket. Mr. Collet is then able to quickly see who has turned in homework and who has not. He also has provided the opportunity to each parent to purchase a daily planner; the planner allows the student to write down daily homework assignments for each class period and parents may follow up by looking at the planner nightly to ensure that the work is getting completed. Mr. Collet also allows for the students to participate in deciding what homework assignments are going to be assigned. Students get to give the opinion on what is best for them to learn from by helping Mr. Collet collectively agree upon what material they will have homework on.
Ms. Smith encourages interaction when students fail to pickup graded homework assignments and need to ask for them after class. This practice helps provide an opportunity for Ms. Smith to interact with the student regarding their homework. Ms. Smith encourages feedback by promoting students with the use of an appeal process when they believe a mistake has been made on their homework. In a second grade class, Ms. Smith’s homework policy would not be developmentally appropriate in its entirety. Verbally explaining and sending home copies of a homework policy would be appropriate for a second grade class.
This week during meeting time, our group spoke about some of the challenges we were experiencing individually with the class as a whole. One of the topics that Brittnay struggled most involved graphs. Brittnay mentioned that she was able to consult with an old friend, and he was able to provide assisting with completing the assignments. He is a certified math tutor, and has a true love for math. Overall, Brittnay explained that she is very pleased with the interactions with group
Summary/ Response Assignment O`Malley, Patrick. “More Learning, More Testing” In “More Testing, More Learning,” Patrick O`Malley suggests that college professors should give tests to the students periodically in order for the students to learn more. Furthermore, more tests or exams will minimize the student’s stress because students will be more familiar with the subjects that are given to them. Like the author says, “If professors gave an additional brief exams at frequent intervals, student would learn more, study more regularly, worry less, and perform better on midterms, finals, and other papers and projects.” (O`Malley, pg. 488).
Another way that this homework policy helps promote positive social interaction inside a second grade classroom is when graded assignments not picked up within two days should be discussed with the teacher. This discussion allows the student to explain the reason why the homework was not picked up and provide valuable opinions as to how this problem can be prevented in the future. A2. Self-Motivation The homework policy also includes that students buy a day planner and use class time learning how to use it. The use of the day planner promotes self-motivation because the students are learning how to manage their time in school and at home to be able to complete their homework.
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. Standardized tests don’t provide information that is useful in the future, resulting in students losing interest in learning because its not fun. The average student does not enjoy being cooped up in classroom for four hours filling in bubbles. This is when students think that the school is a reflection of standardized tests and they no longer want to learn. The information used in standardized tests has no importance in the real world.
Changes in the teaching of the new math curricula versus the basic teachings are getting better for some student coming up learning math especially in the K-3 school. Another Phi Delta Kappan article called “Parrot Math (Criticism of Why do teachers want to use their strategies instead of learning new ideas their student come up with? The subject of the matter comes up as teachers can also learn from student as well. While a teacher teaches one way which might be long-term for a student, the student might find a different short-term way to solve their problem or equation. This is the kind of mathematics that most parents and government officials recognize as the curricula that they attempted to learn when they were in school.
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.