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Communicating Mathematics
It is important for teachers and students to be engaged in communicating mathematics for higher understanding and the building of problem solving skills. Understanding mathematics means to define the measures of quality and quantity that connections have with new ideas and existing ideas. The greater understanding comes from the greater connections of network ideas. The goals of elementary teaching is to teach mathematics in meaningful and understanding ways to enhance problem solving skills and reasoning strategies based on real life. In doing so, students learn to visualize and communicate abstract ideas that creates opportunity for enrichment in reflective thinking.
A problem solving approach to mathematics engages students in inquiry that helps them build and improve current knowledge (Asking Effective Questions, 2011). A teacher who questions effectively can help students to identify thinking processes, see connections between ideas, and build new understanding in solutions that make sense to them. Reasoning skills are fostered by group work creating mathematical communities and the use of manipulatives. This starts with a student's prior knowledge and making connections within their real worlds. Educators become facilitators, or guides, who listen and observe as well as asks questions to enable students to become independent critical thinkers with...
For a student to gain insight, they must learn to value learning mathematics. This requires teachers and students to be engaged in mathematic communications.
The "back to the basics" idea is outdated and no longer falls into the real world. Technology has no room for the "back to the basics" idea. Because technology is driving the real world today, it is more critical for students to learn to problem solve and reason effectively for higher understanding and finding solutions. Group work in the classroom creates positive influences in the way children learn to solve problems and communicate the solutions.
Engaging students in talking, listening, and writing mathematics, they learn to analyze for mathematical solutions and draw understanding from classmates (Communications in the Mathematics Classroom, 2010). Characteristics of mathematical communication include precision about the problem details, relevant choice of method strategy to solve the problem, and accurate calculations. The assumptions and generalizations show how the details are addressed in the problem. Clarity enables a reader's ease of comprehension. Elaborations explain and justify the ideas and strategies. This enables students to learn to use higher thinking skills in analysis and evaluation to improve their conceptual understanding.
Children learn in different…
Bibliography
Differentiating Mathematics Instruction. (2008, Sep). Capacity Building Series. Ontario, Ontario, Canada: The Literacy and Numeracy Secretariat.
Communications in the Mathematics Classroom. (2010, Sept). Capacity for Building Series. Ontario, Ontario, Canada: The Literacy and Numeracy Secretariat.
Asking Effective Questions. (2011, July). Capacity Building Series. Ontario, Ontario, Canada: Student Achievement Division.
Balacheff (1987) described four levels of justification, which are those as follows: (1) Native empiricism; 2) Crucial experiment; 3) Generic example; and 4) Thought experiment. (Taflin, nd) Naive empiricism is stated to be "an assertion based on a small number of cases." (Taflin, nd) Crucial experiment is stated to be "an assertion based on a particular case, but the case was used as an example of a class of objects." (Taflin, nd) the
Mathematics Teaching Learners Studying Basic Mathematics To Enable Helping Their Children With Their Education The work of Jackson and Ginsburg (2008) reports on a series of algebra classes involving a group of African-American mother and elementary-aged children, who are low income and who "had limited and negative formal experiences with algebra." (p. 10) The women in the study who arrived to the algebra classes are reported to have had "well-informed view of
SIAM's mission is to build cooperation between mathematics and the worlds of science and technology through its publications, research, and community. Over the last 50 years SIAM's goals have remained constant: • They want to advance the application of mathematics and computational science to engineering, industry, science, and society. • To was to promote research that will lead to effective new mathematical and computational methods and techniques for science, engineering, industry,
Mathematics is closely connected to economics, commerce and business modelling, as well as systems for military weapons. Due to the widespread of its use, it was noted that students in the U.S. were beginning to perform a little worse in mathematics than children from other countries worldwide. Mathematical knowledge among citizens was considered a very important factor for a country to be a leading world power. Assessment activities have been
Implications and Conclusions Suffice is to say the amalgamation of technology in primary school is a two sided-sword saying that one cannot ignore the empirical benefits achieved. It is the responsibility of the education department to set workshops and indulge the teacher in incorporating technology in teaching mathematics to students in primary level. In addition, mathematical competitions should be organized to attract students to take interest in mathematics. References Burrill, G., Allison, J.,
Nctm.org/publications/jrme.aspx?ekmensel=c580fa7b_116_412_btnlink)isa peer-reviewed journal of current research on what concepts work for students in the classroom and also allows for the submission of teacher manuscripts on relevant topics. The Journal of Online Mathematics and its Applications (http://mathdl.maa.org/mathDL/4/)includesdiscussion of how to teach math to students, such as the use of 'spinners' when teaching probability, to cite one example, and webcasts about 'best practices' in math education. Because the journal is web-based and makes