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.
There are a fair amount of hands on resources for certain concepts. There are computer labs at the school. However, they must be shared among the other content areas. Literature Review As students transition from basic arithmetic to algebra, they encounter the concept of positive and negative numbers – integers. Because students do not have much exposure to signed numbers in previous learning or textbooks, this concept poses a problem not only for the student but for the teacher as well.
Through weebly FHS communicates to hundreds of students when they are at home or in school. Students can use weebly to improve their exam results or can gain knowledge about certain topic that they do not have any previous knowledge about. Through weebly students can also take extra lessons when they are at home. These lessons are provided by teachers to students in order to improve their knowledge of the certain topics. An example of this is Mr Bradford (head of maths department) provides online lessons to GCSE’S and A level math students so that they can learn certain topics that they are weak at.
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.
Numeracy is taught on a daily basis, the children are split into ability groups for most of the numeracy lessons, but on occasion, maybe when doing a “math’s carousel” they will be either put into mixed ability groups or partners. The children may work independently or alongside a teacher or teaching assistant. A great deal of the work they do is still very practical and related to everyday experiences. To help the children with numeracy we have a numeracy working wall, which gives examples of number bonds, examples of mathematical vocabulary and examples of addition, subtraction, multiplication and division. We also have things like number lines, number grids and 100 squares, counting kids, bugs, animals etc., beaded number lines and arrays that the children can use during numeracy lessons to help them investigate and work out their findings.
Teaching the test seems to be conducive to improving test taking skills but real academic progression is not always represented. Additionally, Standardized testing is not an effective way to test the skills and abilities of today’s students. Standardized tests do not reveal what a student actually understands and learns, but instead only prove how well a student can do on a generic test. Schools have an obligation in a way to prepare students for life and with the power standardized tests have today, students are being cheated out of a proper valuable education and forced to prepare and improve their test skills. Too much time, energy, and pressure to succeed are being devoted to standardized tests.
Running head: BENCHMARK ASSESSMENT: INTEGRATING SCIENCE AND MATH Benchmark Assessment: Integrating Science and Math Kathy Harris EED-364 Curr. Mthd & Asmt: Sci & Math October 26, 2011 Benchmark Assessment: Integrating Science and Math Integrating science and math provide numerous opportunities to link the two together. Students sometime are not aware that the two subjects have a close connection. There are areas that math can be associated such as problem solving, practicing measurements, interpreting data which can be shown in charts, graphs and tables. “When mathematics is incorporated into a science lesson, the two disciplines complement each other in such a way that the learning of both science and mathematics is enhanced” (Sherrod, Dwyer & Narayan, 2009, p. 248).
This is because the elaborated code is used within textbooks, by teachers and is the language an examiner expects the child to use within their exam. Early socialisation means middle class children are already fluent using the elaborated code meaning they are more likely to succeed. However, Bernstein recognises that working class children fail because schools fail to teach them how to use the elaborated speech code; not because they are culturally deprived. Bereiter and Engelmann claim that the language used in lower class homes is deficient. They described that working class families use gestures, single word sentences and disjointed phrases when communicating.
Some students made need help with basic math facts while other students are ready to do some enrichment problem solving with their mathematics. Whole class instruction will take place throughout the year but primarily at the beginning of the year, when explicit instruction is taking place on the use and expectations of the iPads. The use of a document camera will be integral in leading the students in initially using their devices. Additionally, throughout the year whole group instruction will be a part of our daily routine and curriculum. Share how the iPads would be incorporated in reading, writing, math, science, and social
A few strengths are: standards are set for teacher qualifications, NCLB emphasizes reading, writing, and math, and NCLB requires schools to focus on providing quality education to students who are often underserved, including children with disabilities, from low-income families, non-English speakers, as well as African-Americans and Latinos. Supporters of the NCLB agree with the mandate for accountability to educational standards, they also believe if one put emphasis on test results it will significant improve the quality of public education for all students