net/~mandel/ This online resource provides teaching information for all teachers, with a 'Special Education' segment that provides a number of activities meant specifically for instilling basic conceptual skills in learners with special needs. The activities are submitted by teachers from different parts of the country, and include study skills, current events, geography, math, and reading lessons for learners in different grades (Starr)
Within the venue of this program, Mexican immigrant parents' voices revealed the importance of their own experiences as learners and how these experiences shape their perceptions of mathematics education in the U.S." (Allexsaht-Snider and Marshall, 2008, p
670) Ernest reports that the teaching practice in mathematics is dependent upon key elements including the following stated elements: (1) the mental contents or schemas of the teacher and the teacher's beliefs about mathematics and its teaching and learning; (2) the social context of the teaching situation and the constraints and opportunities presented; and (3) the level of thought processes and reflection of the teacher. (Ernest, 1989, p
670) Ernest reports that the teaching practice in mathematics is dependent upon key elements including the following stated elements: (1) the mental contents or schemas of the teacher and the teacher's beliefs about mathematics and its teaching and learning; (2) the social context of the teaching situation and the constraints and opportunities presented; and (3) the level of thought processes and reflection of the teacher. (Ernest, 1989, p
10) The women in the study who arrived to the algebra classes are reported to have had "well-informed view of what algebra was -- a disconnected body of knowledge that they did not understand -- and corresponding views of who could 'do' algebra." (Jackson and Ginsburg, 2008, p
162) Reported as the second aim is the development of more "challenging, connected, collaborative orientations towards their teaching." (Swan, p
Specifically stated is that the beliefs teachers hold about mathematics "vary widely and those beliefs affect their teaching philosophies." (Weinstein, nd, p
It is reported that "the crux of this study lies in the process through which the mothers moved from one level of mathematical understanding to a more advanced level that could be communicated mathematically." (Wiley, 2008, p
It is a teaching style in which the teacher gives the students methods to solve their problems and getting answers. (Adelson, 2004) Although it seems to limit the potential of the students, Adelson quotes Klahr saying that direct instruction is more organized and disciplined and can get the students out of certain complex situation more easily and efficiently than exploration
This will help in retaining the value of these rewards and also highlight their relevance to the task. (Brewster & Fager, 2000) Moreover, the teacher should clarify the expectation of performance to the students
If the students can see the connections between mathematics and real life, they will take more interest in it as they will see the things happen in front of them. (Glacy, 2011) (Siemon & Virgona, 2008) In the work of Siemon and Virgona, scaffolding is described as 'adult interactions in children's learning, in particular, the support that an adult provides in helping a child to learn how to perform a task that cannot be mastered alone
If the students are not able to justify their steps and calculations, they will never master the subject of mathematics. (Holdan & Lias, 2009) These justifications are also important to the teacher as well
This will lead him to undesired dead ends as well but if the student is truly interested and engaged in a certain subject, then his interest will push him to take risks which will eventually get him in the right place. (Magdol, n
Students who engage in classroom activities are considered to be keen and quick learners which makes academic engagement an indicator of learning as well. (Maher, Powell & Uptegrove, 2011) Teachers can play a significant role in encouraging student engagement and benefiting students studying mathematics
Secondary data can be available in written or electronic form. The usage of secondary data brings about advantages with it: (McCaston, 2005) The basic advantage of secondary data over primary data is that it is relatively cheaper to access, store and use
Therefore, the mathematical justification of steps and formulae is an important part of mathematical studies. (Werndl, 2009) (Members of The National Council of Teachers of Mathematics, 2009) As mentioned in the work of Charlotte Werndl 2009, mathematical reasoning has the following three steps which do not follow a definite order: (Werndl, 2009) Conjecturing Generalizing Justification (Werndl, 2009) In the first step, the student uses the given facts or assumptions in order to draw preliminary conclusions about the problem
Some characteristics of active learning are momentary pauses during the lectures for writing and discussing purposes. (Michel, Cater & Varela, 2009) Michel et al
In addition, during a discussion, independent workers rely on their own ideas and believe them to be correct. (MUTLU & TEMIZ, 2013) The independent workers have an ability to discern between the components of something treated as a whole and thus they are good at evaluating things
This relates the concept of student engagement to compliance. (Parsons & Taylor, 2011) In the same work, Parsons and Taylor mentioned student engagement as the intensity and quality of participation from a student
For instance, students easily understand a chemical reaction in a chemistry lab which they were unable to understand in the classroom. (Scholz, 2010) These teachable moments should therefore be used and managed with immense care