Reorder/Correction in the Past, the Middle Classrooms

Reorder/Correction

In the past, the middle classrooms and the teachers who instruct their pupils have always done so by using the textbook manuals as guidance on how the instructors should teach their students, and the handbooks that are provided to the teachers give detailed notes within each concept that is being learned. The model is a step-by-step procedure of how the teacher needs to work the problems out as a class, like on the chalkboard or a projector, so the children can also work their problems out on paper to determine what is required in the math problem in order to solve the answer correctly even if there are more answers than one. Students are then able to have an open discussion about problems they encounter, raise their hand and ask the teacher to go over more difficult parts of a problem or task, and the teachers can explain the importance of how it must be done a certain way in order for future mathematical problems to be resolved because a lot of math problems require students to know certain steps and problem solving skills in order for them to advance to the next level of these types of math problems.

Even though the teachers are accustomed to these traditions of this type of teaching method, where they have the manuals and textbooks as a guide and they carry out discussions and working out math problems in the classrooms, today, there is a lot of concern toward innovative learning styles that students are now becoming familiar with. All students that are taking math classes at this age, need to be working their problems out on paper that occasionally require them to use calculators for only certain assignments because the more tedious calculations that need to be solved by the students are being done for them instead of allowing them to work out each order of operation, determine the answers for some parts of the math, that allows them to figure out the rest of the math problem. The students are the ones that are ultimately affected because, in the long-run, when they advance to work on larger and more difficult math problems within the weeks to come in that particular class, they will forget how to get some of the answers, struggle with how to work problems out on their own, and they are unable to advance with the rest of the class. Eventually, math takes on different branches which requires students to know how to solve basic, complex, and pre-algebraic math skills, so if they do not know these basic skills they are unable to move forward until these skills are addressed and taught.