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To my observation, a math teacher now has the ability to put a personal stamp on his approach to curricular material, with evolving technologies such as a class website serving as a reflection of his own ideas regarding math instruction and his own emphases on relevant principles. By enabling teachers to bring creative ingenuity into the process, the internet is helping instructors and students to make closer connections, which in turn may motivate them to assimilate material and ideas more effectively. Most districts with the means and understanding of these benefits have not only actively promoted the incorporation of the internet into everyday instructional activities but have endowed school websites with the networked capacity to enable every teacher to utilize the infinite virtual space to the advantage of their students. I will personally make an effort to explore the innovative instructional possibilities and ways of accessing the personal interests of students through this medium.
Recommending Changes:
Ultimately, my recommendations for math educator in the K-8 context is to find ways of personalizing a subject that is often experienced in rather impersonal ways. Thus, project oriented application...
Therefore, if for example, we can denote that the students enjoy playing baseball, we might consider a 'Fantasy Baseball' sort of activity that asks the student to keep track of certain statistics in the newspaper. For example, if we focus on simple statistics like a player's number of hits, homeruns, walks and strikeouts, the student can begin to affiliate real world concepts with the numbers incorporated in the statistical endeavor while learning important lessons about probability, measurement and data analysis. The result could be both a newfound degree of interest in that which is meant by numerical association and a segue into the student's ability to use these numbers within the context of mathematical operation. This is a way to motivate students which actually operates on the principle of cultivating that with which students are already familiar from their own experiences in order to foster better assimilation of math principles.
Works Cited:
Salend, S.J. (2005). Creating an environment that fosters acceptance and friendship. Creating Inclusive Classrooms. 5th edition. Pearson, Upper Saddle River, N.J.
Works Cited:
Salend, S.J. (2005). Creating an environment that fosters acceptance and friendship. Creating Inclusive Classrooms. 5th edition. Pearson, Upper Saddle River, N.J.
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