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Submitted By deltaglam88

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Words 562

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Teaching Mathematics

My interest in teaching mathematics came from the experience of helping others. I have always enjoyed learning math, and I realized that I also like helping other people learn math, especially those that struggle with it or those who have a disliking for it. As a teacher, I will be able to fulfill my aspirations; both my students and I will learn together and from one another. I feel that it is important for me, as a teacher, to stay current and deepen my understanding of mathematics and mathematics education. My learning will continue from my experiences and interactions as a teacher, helping me to become a better educator. I must always be willing to learn from the things I do and use this to better my teaching style, which will, in turn, benefit my students’ learning.

To begin, I want to be able to benefit my students’ learning by aiding them in understanding math and realizing that, although they may not think so, math is practical in real life. In particular, I want to work with students at the secondary grade level because as kids get older they seem to lose their enthusiasm for learning, especially in mathematics. I would like to help my students maintain an interest in all their learning, especially math. Also, it is important when teaching to satisfy the needs of all students in the classroom. Everyone should have the opportunity to learn. However, this can sometimes be a difficult task because learning happens in a variety of ways. Not all students learn in the same manner; different learning styles are a given in a class full of diverse students. Every student is an individual, and so they do not all learn and retain information exactly the same way. Therefore, in order for my students to succeed in my class, my teaching style will include many different aspects because I believe it is helpful for students...

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...Int. J. Engng Ed. Vol. 14, No. 2, p. 145±152, 1998 Printed in Great Britain. 0949-149X/91 $3.00+0.00 # 1998 TEMPUS Publications. Teaching Mathematics to Engineering Students* S. S. SAZHIN School of Engineering, University of Brighton, Cockcroft Building, Moulsecoomb, Brighton BN2 4GL, UK Some new ideas in teaching mathematics to engineering students and the implementation of these ideas into the teaching of mechanical engineering students at Brighton University are discussed. The importance of explaining to the students why knowledge of mathematics is essential for their future practical work is emphasized. Mathematics is a language for expressing physical, chemical and engineering laws and general equations should be illustrated by practical numerical examples in order to transfer the surface/atomistic approach to learning to the deep/holistic one. Necessary steps in the manipulation of algebraic equations should be highlighted. Formal lecturers should be supplemented by compulsory reading, handouts, elements of small group teaching and formative assessment. The analysis of self-assessment forms completed by students show that they learn physical concepts much easier than mathematical concepts. forget what we are told but never forget what we see or discover for ourselves!' It was clear that I made at least two mistakes in designing my course. Firstly, the theory was indeed not properly balanced with practical applications. Secondly, the need for...

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...Teaching Mathematics to Visual-Spatial Learners Mathematics presents a number of challenges for learners that are challenged with auditory-sequential processing. Many topics in mathematics are often presented within a very verbal classroom environment. Solution methods are commonly presented in a stepwise process and build on previous knowledge. Visual-spatial learners identify with the presentation of an entire idea over a sum of its parts, and so adapting instructional methods with these learners in mind can help contribute to their success. VSLs also value seeing over listening, and actively create visual images when processing speech, so when only auditory queues are available, using very descriptive language is helpful. (Dixon, 1983) Various higher order outcomes revolve around problem solving, which can be a difficult task for anyone facing learning challenges, but for visual learners spatial reasoning can be used to their advantage. Presenting problems in two or three dimensions can allow students to visualize the problem in real space. Using physical manipulative, such as a mira for geometric reflections or algebra tiles for polynomial representations, provide concrete benefits. Pattern seeking and functional reasoning can be native skills in VSLs, so emphasis on graphing functions over strict numerical expressions can provide more meaningful insight into mathematical expressions. However, monotonous tasks like plotting ordered pairs will cause these students to......

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...PGCE Secondary Mathematics: Assignment 1 – The Teaching and Learning of Mathematics Part 1: The Nature and Place of Mathematics in the School Curriculum When I studied maths at secondary school I had no real understanding of its importance in our society, I enjoyed the satisfaction of solving problems but, like many young people, believed that maths was going to be unnecessary in the real world. As an adult it became abundantly clear to me that mathematics was a vital component in not just personal success but in the success of society. The notion of what mathematics should be taught and how it should be taught differs dramatically between different educational ideologies; Industrial Pragmatist, Mathematical Purists, Progressive Educator and Social Reformer. These ideologies are not real groups or organisations but represent the competing influences in mathematics education. “The industrial pragmatists see mathematics as an established collection of very useful techniques and skills that can be applied to a large range of technical and scientific contexts.” (Johnston-Wilder, Johnston-Wilder, Primm, & Lee, 2011) Mathematics is needed in the school curriculum for the prosperity of our country; industry needs the future workforce to have the necessary skills to push the economy forward. For this reason it is seen as important for education to provide good standards of numeracy, data handling skills and use of ICT. Although I acknowledge this is an important......

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...body of knowledge. There was more concentration towards the development of a certain form of thinking so that people could perceive issues within a certain line of thinking. This therefore means that individuals had to memorize some of these new adventures in order to ensure that they are informed or they are aligned to a certain school of thought. This situation has become the guiding principle in the teaching of mathematics as indicated by the statement. Mathematics lessons do not concentrate on teaching numeracy skills but inculcating certain skills among learners that will help them to coincide with the existing societal demands. Analysis Constructivism theory in teaching of mathematics Constructivism is a theory that gives insight to educational stakeholders on how to manage the learning and teaching process. According to the theory, a learner defines the direction of the learning process. According to Gordon (2009) constructivism suggests that without a learner there will be no form of schooling in the society. These arguments are based on heuristic concept in the teaching and learning process. Gordon (2009) indicates that the heuristic concept is the suggestion that teachers should guide learners in a fact finding mission. The role of the teacher is to create an...

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...Kid Can Say is an interesting and informative article written by Steven Reinhart, a mathematics teacher in Chippewa Falls, WI. One day Mr. Reinhart entered his classroom of middle school students and taught what he thought to be a masterpiece lesson. He thought he explained the mathematical concepts clearly and with much detail only to find out the next day that the students were confused. Although he took pride in his ability to teach math and received rave reviews from his principal, he realized there was something wrong. The achievement levels of his students were lower than they should be. Instead of blaming the students, he stepped back and began to examine himself. How was his teaching? This question led him into searching for and researching other methods of teaching math. He discovered the flaw in his method of teaching. He stated, “When I was in front of the class demonstrating and explaining, I was learning a great deal, but many of my students were not!” (2000). Reinhart decided to implement change in his teaching method. He had such a passion for his work and his students learning the concepts necessary for success in mathematics that he made it a goal to teach a topic in a better way than he had taught it before. This was a yearly goal and meant he would have to tread unfamiliar territory. Much of the material he gathered during his research suggested nontraditional methods of teaching. His oral and demonstrative instructional presentations would have to change.......

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