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# Itlm topic 3

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• Most of the students feel that there are so many formulas to remember in Trigonometry. It makes them frequently feel confused which one fix to use in solving a problem. In addition, they always have misconception on algebraic properties of trigonometric forms. For example, they frequently write sin 2x to be equal to 2 sin x. Moreover some of them also consider that sin2x equals to sin 2x. The most difficult one for them is the way and in what condition they can apply their knowledge.
• ### Itlm topic 3

1. 1. ITLM TOPIC 3CURRENT TRENDS & ISSUES INMATHEMATICS EDUCATION
2. 2. OBJECTIVES Be aware and make a list of trends and issues related to pedagogy of teaching in secondary math such as problem solving, psychology of learning, assessment and methods of teaching involving socialization Be aware and make a list of trends and issues such as globalization, teacher training, community and research which are related to math teaching Describe the importance to the trends that will affect the country, the teacher and the students Know how to adapt to the situation under the change in the current trends especially in teacher training in secondary mathematics
3. 3. CURRENT PRACTICE IN SCHOOLSMathematics education is essentially apractical discipline, where the underlying goalis always to promote better learning ofmathematics by students. Of course there aremany subtleties of what mathematics shouldbe learned and why, in whose interest is it thatstudents learn, how achievement is measuredetc, but the discipline of mathematicseducationis underpinned by a faith that a goodeducation in mathematics benefits both theindividual and society.
4. 4. MATHEMATICS EDUCATION DISCIPLINE
5. 5. VARIETY OF INSTRUCTIONAL METHOD to cultivate students’ abilities to investigate, to make sense of, and to construct meaning from new situations; to make and provide arguments for conjectures; and to use a flexible set of strategies to solve problems from both within and outside mathematics
6. 6. VARIETY OF INSTRUCTIONAL METHOD In addition to traditional teacher demonstration and teacher-led discussion, greater opportunities should be provided for small-group work, individual explorations, peer instruction, and whole class-discussion in which the teacher serves as a moderator.
7. 7. THE SHIFT OF TEACHER’S ROLE from dispensing information to facilitating learning, from that of director to that of catalyst and coach.
8. 8. TECHNOLOGY-RICH CLASSROOM ENVIRONMENTS The most fundamental consequences of changes in patterns of instruction is the emergence of a new classroom dynamic in which teachers and students become natural partners in developing mathematical ideas and solving mathematical problems.
9. 9. DECREASED ATTENTION TO Rote memorization of facts and procedures Extended periods of individual seatwork practicing routine tasks Instruction by teacher exposition Paper and pencil manipulative skill work The relegation of testing to an adjunct role with the sole purpose of assigning grades
10. 10. INCREASED ATTENTION TO The active involvement of students in constructing and applying mathematical ideas Problem solving as a means as well as a goal of instruction Effective questioning techniques that promote student interaction The use of a variety of instructional formats The use of calculators and computers as tools for learning and doing mathematics
11. 11. INCREASED ATTENTION TO Student communication of mathematical ideas orally and in writing The establishment and application of interrelatedness of mathematical topics The systematic maintenance of student learning and embedding review in the context of new topics and problem situation The assessment of learning as integral part of instruction
12. 12. PROBLEM SOLVING Use, with increasing confidence, problem- solving approaches to investigate and understand mathematical content; Apply integrated mathematical problem-solving strategies to solve problems from within and outside mathematics; Recognize and formulate problems from situations within and outside mathematics; Apply the process of mathematical modeling to real-world problem situations.