In view of the above, several questions arise that draw attention to the research on how we should prepare our teachers throughout their profession to teach students the national curriculum, with a view to a more competitive development-country and; furthermore, which didactic model used in the teaching of Mathematics would generate a better performance of the abilities and skills that students acquire.
Teachers can develop skills an d knowledge by asking from students and reflecting on their teaching practices. Teachers need to learn simple trick, techniques to solve mathematical problems and they should relate every mathematical problem with daily life examples.
I am a senior lecturer of economic, but use a lot of applied mathematics.
i think there is not only one didactical model of teaching.
it depends on the topic and the audience (students or pupils) ... and the policy of the school.
i realised good results with my students using the method of direct instruction in combination with exercises in class
from the numerical data itself from observation and, on the other, from some basic statistical and analytical studies.
In mathematics there are different ways to work out the answers. If teachers are able to know those different methods then it will surely help them in teaching.
I've also learned that students learn and understand mathematics better when doing alot of exercise.
I've taught Geometry the last four years. I agree with Kamuna Kipa that you need to ask students for different ways of solving the same problem. Arithmetic problems have only one correct solution, but mathematics problems can have several solutions which are correct, especially when making proofs.
I also give erasers to students who catch me making a mathematical mistake. It makes students more observant.
Aunque no es la materia que enseño; sin embargo la lógica del proceso enseñanza-aprendizaje es la misma para las diferentes materias o cursos; a parte de estar de acuerdo en que los docentes pueden y deben desarrollar habilidades y conocimientos acercándose al educando y sobre todo buscando que ellos con sus errores reflexionen creo que los errores ayudan a entender más los procesos lógicos.
Teachers of mathematics develop skills in teaching mathematics through:
1. Continuous practice
2. Conducting research in a given topic
3 Learning outcomes / experiences from gifted learners and non gifted learners
4. Consultations from fellow mathematics Teachers on challenging topics and how to handle such.
El maestro, generalmente, intenta enseñar bajo los modelos con los cuales él aprendió. Por tanto, la primera acción, para poder enseñar matemáticas a estudiantes de estos tiempos es acercando la metodología a las características e intereses de esos estudiantes y a la realidad de los nuevos contextos de aprendizaje. El uso de objetos concretos, sobre todo en los primeros grados, sigue siendo determinante.
Reflecting on one's practices would be of great help. Also, bench-marking on best practices from your colleagues as well as other institutions may help.
First all the teaching and learning process requires different methodology with unique and dynamic trend in ICT.
Teachers need to first develop genuine interest for Mathematics especially in practical lessons. This interest will then be passed over to the learners so that during the experimentation of Mathematical concepts, the learners will be fully involved.
Secondly, the teachers should continuously research on the new approaches concerning the teaching of Mathematics. This can be done through internet sources, exchange programs, staff development etc.
Thirdly, teachers should allow the pupils to express their opinions about a Mathematical concept freely.
1.The first and the foremost thing is that teachers themselves must try their best to acquire mastery over the subject matter after an in depth study of the contents.
2. They must get proper training in teaching mathematics to learn how to make practical use of the principles of educational psychology and pedagogy of mathematics practically.
3.They must first, in their early career, start teaching mathematics to lower classes , so that they may develop the habit of first motivating the students and creating their interest in the subject and then explain it in detail.
4. Teachers must continously get feedback from the students, parents and colleagues regarding their teaching. Senior and experienced teachers can help a lot in this context.
5. Mathematics teachers must do self-evaluation at the end of every unit regarding efficient use of their teaching skills for the satisfactory learning of students so that they can try to improve accordingly.
6. They must continuously attend seminars, conferences, workshops and other faculty development programmes to improve their knowledge and skills.
7. Teachers should study the history of mathematics and biographies of great mathematicians in detail so that they can themselves get inspiration to learn and teach mathematics with zeal and inspire their students by telling them interesting facts about it.
8.Every teacher of mathematics should read dictionaries of mathematics and some other books on mathematical games, fallacies, howlers, jokes, puzzles etc.
9. Last but not the least, a mathematics teacher should always write a diary about his teaching experiences with his/her students, so that it may be helpful to him/her in future to improve his vision strategies to teach better.
The second principle Luisa Morales Maure I want to leave with you, turn to active learning. Move away from teacher-centred to student-centred learning. Prepare tasks for students to and work in small groups of 3-5 students, then open the discussion. In this process, you need to read and prepare the tasks and think about facilitation- what you will say and what could be the student response (now think about the first principle). This process will help you a lot. Attend training workshop, read literature on teaching, share in a discussion like this one. I am sure you will get there.
1. Problem-solving is the center of mathematics. Teachers should practice setting up problems that are more relevant based on contemporary issues and contexts.
2. Teachers should know how to set up a conducive, non-threatening learning environment for mathematics learning. They should be trained to create tasks and projects that facilitate collaborative discussions where every student can contribute and experience success according to their own potential.
A lot more can be added...
Good website:
https://www.nap.edu/read/9822/chapter/12#371
Best Regards
Good article:
https://www.jstor.org/stable/10.7249/mr1643oeri.9?seq=1#metadata_info_tab_contents
Best regards
The old paradigm of balanced instruction focused on enabling children and teachers to achieve success at school. Today’s paradigm focuses on students achieving college and career readiness in life, beyond school. The old paradigm of balanced instruction focused on enabling children and teachers to succeed at school. Today, the focus is for students to achieve college and career readiness in life beyond school.
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