“Your beliefs about what it means to know and do mathematics and about how children come to make sense of mathematics will affect how you approach instruction.” (p. 1).
I recognize the significance of the above statement as if we ourselves are unable to know our own beliefs and thoughts towards a topic-in this case, mathematics, how can we introduce and interest the children into the world of mathematics.
“What children learn about mathematics almost entirely depends on the experiences that teachers provide every day in the classroom.” (p. 2).
The lessons learnt in class in a large group and the activities available for the children to explore in the learning centres play a part in their acquisition of mathematics.
“First, learning mathematics with understanding is essential.” (p. 3).
I remember that my Secondary school teacher used to tell us that when we are able to grasp a mathematical concept, we can do any sums as that show we truly understand the formula.
“Textbooks greatly influence teaching practice. A teacher using a traditional textbook is more likely to cover many topics, spend one day on each topic, use a teacher-directed instructional approach, and focus on procedures.” (p. 8).
A traditional textbook as mentioned in the text feels like a textbook where all the formulas are stated and all the teacher has to do is ensure that the children are taught according to the textbook syllabus.
“In contrast to traditional textbooks, standards-based textbooks are not based on market research but on research related to how students learn mathematics and how concepts should develop over time.” (p. 8).
“A hallmark of how these standards-based or alternative programs is student engagement. Children are challenged to make sense of new mathematical ideas through explorations and projects, often in real contexts. Written and oral communication is strongly encouraged.” (p. 8).
Through reading the texts above, I feel that when exploring with alternative program, children would not only be exposed to mathematical concepts and theories but at the same time enhancing their various development such as literacy and interaction with peers.
“Research shows that teachers with positive attitudes teach math in more successful ways that result in their students liking math more (Karp, 1991).” (p. 10).
I guess there is no denying that when one possess a positive attitude, it can affect the people around them. Just like when a teacher is positive, the children whom she interacted with would gradually feel the enthusiasm.
| ReferencesVan de Walle, J. A., Karp, K. S. & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally. (7th ed.) United States of America: Pearson Education, Inc. |
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