Daro CC Alg presentation
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The document discusses issues with shallow mathematical understanding ("mile wide, inch deep") and proposes solutions. It argues that shallow understanding is caused by too little time spent on each concept. The cure is spending more time on fewer topics to allow for deeper understanding. It also advocates focusing on conceptual understanding over answer-getting by using problems to teach mathematical ideas rather than just obtain answers.
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Salam;
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Teaching Mathematics in SHS: Problems and Interventions
Reported By Mr. Danilo Mabalot in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
Math_homework_help.pptx
Math is a practical subject and requires in-depth knowledge and understanding of a particular concept. If the idea is not understood correctly, it becomes difficult for a student to find solutions.
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The document discusses common math difficulties and strategies for math intervention. It identifies several potential areas of difficulty in learning math, such as directional confusion, weak working memory, math language issues, and math anxiety. Error analysis of student work is presented as an important tool to identify specific difficulties. The document then covers principles of remedial instruction, such as building on student strengths, acknowledging different learning styles, using a concrete-to-abstract approach, and employing effective math vocabulary. A variety of teaching strategies are proposed, like using graphic organizers, mnemonics, showing patterns, and visualization.
Ib dp hl mathematics cat 1 day 1
- The Core Syllabus Details section (pp 17-36) which outlines the required content to be covered
- The Option section (pp 37-41) related to the option that will be taught
- The Notation List (pp 73-75) that defines the terminology and symbols used
- The Internal Assessment Criteria (pp 68-70) that describes the standards for the exploration coursework
- The Assessment Outline (p 58) that overviews the assessment objectives and weightings
Drill Method in Mathematics.pptx
Drill work is an important technique in teaching mathematics as it develops speed and accuracy through repetition. However, drill work has disadvantages if it becomes boring or takes too much time away from other techniques. To make drill work effective, it should be brief, interesting, and distributed over time with opportunities for students. While drill work improves basic skills, it is not optimal for developing logical thinking or problem solving abilities. Other techniques like fact fluency that encourage exploration and real-world application may be more efficient ways to improve students' mathematics skills.
Mats ppt
this help you to improve your knowledge in mathematics. you download this and edit and use for your presentation. if this is useful for you then you share this to friends
Math in Action.pdf
This document discusses using technology in math courses to enhance student learning and engagement. It describes the instructor's experience teaching an online geometry course over three semesters. Key findings include that requiring students to use virtual whiteboards and participate more in class led to increased student questions and involvement. Feedback from students was positive, particularly appreciating encouragement over simply being told answers were wrong. Looking ahead, the instructor plans to continue using whiteboards and clarify participation expectations for a larger online class in the spring. Effective technology use in math can foster active engagement while keeping mathematics as the primary focus.
Designing quality open ended tasks
This document discusses designing quality open-ended tasks in mathematics. It provides two methods for creating open-ended questions: working backwards from a closed question and adapting a standard question. Good open-ended tasks engage all students, allow for diverse responses, and enable teachers to interact with and understand students' mathematical thinking. When planning open-ended tasks, teachers should consider the mathematical focus, clarity of the task, and include enabling and extending prompts. High quality student responses systematically consider all possible solutions and make connections across mathematical concepts.
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Computation Teaching Problems
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AQT February PLC 2012
1) Teachers were asked to complete an item analysis tool to identify the most missed items on assessments and analyze possible student misconceptions. They were also to consider tasks that could help develop student understanding.
2) The group discussed creating rich learning experiences aligned to the Common Core State Standards, including using higher-order thinking skills and mathematical practices like problem-solving.
3) Attendees were given strategies for modifying questioning practices to better engage students in the Standards, such as asking "what if" questions or having students generate their own questions from answers.
Mohd Izham
The document discusses methods to enhance pupils' interest in a special remedial class. Three activities are implemented: 1) A grading system to motivate pupils, 2) Using worksheets with cartoon characters, and 3) A board game combining reading, math, and movement. Observations found these methods increased task completion, attention, and test scores. The goal of improving interest to aid learning was achieved by incorporating elements pupils found engaging. Close supervision is needed to ensure activities are implemented effectively.
Strategies of Teaching Mathematics
This document discusses different strategies for teaching mathematics, including drill work, homework, oral work, and written work. Drill work involves repetition and practice to build mastery of basic skills and habits. Homework provides opportunities for students to apply and practice what they've learned outside the classroom. Oral work develops mental alertness through verbal problem solving, while written work allows for testing knowledge and minimizing mistakes through writing out problems and solutions. Each strategy has benefits and disadvantages depending on the topic and students' skill levels.
Action Research Workshop.pptx
This action research aimed to improve pupils' reading comprehension skills and motivation to read. The researcher integrated manga/comics into reading lessons on the learning platform Quizziz. Results showed pupils improved at answering reasoning and description questions, and all pupils found the lessons more interesting. However, weaknesses remained in comprehending normal texts. Future studies could integrate pictures from textbooks to aid comprehension of assigned passages.
Not Only About Mathematics Tutoring
This document summarizes Ji Li's experience tutoring mathematics students at the University of Arizona. It discusses different types of tutoring Li engaged in, including private tutoring, working with the Transitional Year Program, and tutoring in the common calculus room. The talk outlines challenges students face, best practices for tutoring, and how tutoring notes were developed to aid new tutors. It also reflects on what tutoring has taught Li about effectively communicating mathematical concepts to students.
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Daro CC Alg presentation
- 1. Mile wide –inch deep causes cures 2011 © New Leaders | 1
- 2. Mile wide –inch deep cause: too little time per concept cure: more time per topic = less topics 2011 © New Leaders | 2
- 3. Two ways to get less topics: 1. Delete topics 2. Coherence: when studied a little deeper, mathematics is a lot more coherent a) coherence across concepts b) coherence in the progression across grades
- 4. Why do students have to do math problems? A. To get answers because Homeland Security needs them, pronto B. I had to, why shouldn’t they? C. So they will listen in class D. To learn mathematics
- 5. Why give students problems to solve? • To learn mathematics • Answers are part of the process, they are not the product • The product is the student’s mathematical knowledge and know-how • The ‘correctness’ of answers is also part of the process: Yes, an important part
- 6. Wrong answers • Are part of the process, too • What was the student thinking? • Was it an error of haste or a stubborn misconception?
- 7. Three responses to a math problem 1. Answer getting 2. Making sense of the problem/situation 3. Making sense of the mathematics by learning to work through the problem
- 8. Answers are a black hole: hard to escape the pull • Answer getting short circuits mathematics, and lacks mathematical sense • Very habituated in U.S. teachers versus Japanese teachers • Devised methods for slowing down, postponing answer getting
- 9. Answer getting vs. learning mathematics U.S.: • How can I teach my kids to get the answer to this problem? Use mathematics they already know – this is easy, reliable, works with bottom half, good for classroom management Japan: • How can I use this problem to teach the mathematics of this unit?
- 10. Butterfly method
- 12. Use butterflies on this TIMSS item: 1/2 + 1/3 +1/4 =
- 13. Mile wide –inch deep causes cures 2011 © New Leaders | 13
- 14. Mile wide –inch deep cause: too little time per concept cure: more time per topic = less topics 2011 © New Leaders | 14
- 15. Two ways to get less topics: 1. Delete topics 2. Coherence: when studied a little deeper, mathematics is a lot more coherent a) coherence across concepts b) coherence in the progression across grades
- 16. Why do students have to do math problems? A. To get answers because Homeland Security needs them, pronto B. I had to, why shouldn’t they? C. So they will listen in class D. To learn mathematics
- 17. Why give students problems to solve? • To learn mathematics • Answers are part of the process, they are not the product • The product is the student’s mathematical knowledge and know-how • The ‘correctness’ of answers is also part of the process: Yes, an important part
- 18. Wrong answers • Are part of the process, too • What was the student thinking? • Was it an error of haste or a stubborn misconception?
- 19. Three responses to a math problem 1. Answer getting 2. Making sense of the problem/situation 3. Making sense of the mathematics by learning to work through the problem
- 20. Answers are a black hole: hard to escape the pull • Answer getting short circuits mathematics, and lacks mathematical sense • Very habituated in U.S. teachers versus Japanese teachers • Devised methods for slowing down, postponing answer getting
- 21. Answer getting vs. learning mathematics U.S.: • How can I teach my kids to get the answer to this problem? Use mathematics they already know – this is easy, reliable, works with bottom half, good for classroom management Japan: • How can I use this problem to teach the mathematics of this unit?
- 22. Butterfly method
- 24. Use butterflies on this TIMSS item: 1/2 + 1/3 +1/4 =