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Moyer also cites literature showing that learning math through literature involves higher cognitive processing, potentially increasing the rate of absorption of knowledge. Main points of Moyer's article include the following. One, children's literature can promote enhanced learning of mathematical concepts, and two, a plethora of math-related children's literature already exists and therefore teachers should actively try to incorporate those books into their everyday curricula. Finally, the author emphasizes that math-related children's literature is beneficial for the simultaneous development of language and math skills. Literature is actually an ideal medium for the conveyance of mathematical concepts.
Moyer's article is based on a review of literature and on expert opinion. The author also offers several examples to back up her statements, and therefore the article is well-researched and reliable. The ideas...
Moyers demonstrates how context is a key to learning math; without context children will not be able to understand such notions as multiplication.
As a reader and aspiring educator I found the article valuable in showing alternative ways to teach math to students. Mathematics can be one of the most difficult subjects to teach students because so many of the concepts are abstract and often children do not understand how they will use mathematical knowledge to do more than count their change or figure out how many pieces to cut a pie into. I would highly recommend Moyer's article also because she provides a thorough list of books that teach math through literature.
Opening up to students is very important for teachers. While it is obviously not appropriate for a teacher to confide intimate personal details to the class, or gossip about others to try to be more accepted, there are ways that a teacher can seem more 'real' to the students. For example, crying over something very sad or letting the students know when the teacher is getting angry with their
Traditional Methods of Language Teaching The paper discuses the various traditional methods of language teaching, namely: Grammar Translation Method The Audio-lingual Method The Direct Method The Silent Way The Communicative Approach Cognitive code learning The Natural Approach Behaviorist approach Functional-Notional Approach and The task-based approach The paper discusses each approach in details and describes its various chief principles and how it helps both teachers and students to teach, understand, learn, and practice all the skills they learn through these approaches. Grammar Translation
First, he states that teachers can learn, from their students, how to best affect their classes. Through talking with their students, teachers can learn in what those students are interested. Teachers can learn what teaching styles best affect them, what can engage them. This can help them better relate to their students as teachers, portraying their subjects in a way that students can understand. In addition, Corbett argues that
learning and teaching has drastically changed all over the world, in general, and in America, in particular. This is because of the sudden increase of information technology. Of late, both the teachers and learners, all over the world, have come to the realization that the old technologies cannot compete with the latest technological developments when it comes down to the practice of teaching and the process of learning. Therefore,
Looping on at-Risk Children ABSRACT Review of the Literature Operational Definitions Setting/Site Instruments and Materials F. Design and Procedures G. Data Analysis EFFECTS OF LOOPING ON AT-RISK CHILDREN This chapter will introduce the educational process of looping, as well as evaluate the benefits that looping can have on students. It will also address the individual needs of at-risk children, and explain how looping effects these children. Looping, which is also known as multiyear teaching or multiyear placement, occurs when
(Eison, 1990, p. 24) One of the fundamental issues that has been documented with regard to problems experience by new and inexperienced teachers is teaching ' vision' and the self - concept that the teacher has of him or herself. This facet has a direct influence on the quality of the teaching as well as on relationship between the teacher and the students. Many of the fundamental problems that the new