Mathematics: Difference between revisions
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==Problem== | ==Problem== | ||
Teaching mathematics in face to face learning in a traditional classroom poses challenges for the teacher to develop students’ mathematical skills. The following studies address specific problems with teaching mathematics face to face. According to Ross, MaDougal, and Hogoboam-Gray (2002) there is evidence that traditional mathematic programs taught using face to face instruction leads to mastery of basic algorithms without conceptual understanding. | |||
Traditional approaches to teaching mathematics are not facilitating productive classroom discourse that allows students to develop habits of mind to engage with mathematics (Walshaw, 2008). | |||
According to McLoghhlin (2013) to increase learner engagement with mathematical problem solving the development of instructional model with flexible and learner centered experiences is needed. Traditional teaching is not enhancing active engagement of students’ mathematical concepts because students need to learn complex concepts in a flexible, self paced manner ( McLoghlin, 2013). | |||
Pianfetti’s (2000) findings were similar to McLoghlin’s (2013). According to Pianfetti’s (2000) study students in the traditional face to face teaching classroom tend to perceive mathematics from a textbook perspective , which means students have difficulty transferring what they learn in class to events they may encounter in their daily lives ( Pianfetti, 2000 ). Students have difficulties understanding concepts such as distance over and then applying them to concrete events(Pianfetti, 2000 ).Thus, instruction needs to involve new ways to help students better understand abstract concepts (Pianfetti,2000 ). | |||
Pianfetti’s(2000) study can be linked to Main and O’Rourke’s ( 2011) study in Australia. According to Main and O’Rourke (2011) The Review Panel of National Numeracy in Australia in 2008 showed concerns over poor numeracy skills in students. Students were not being engaged in the traditional face to face math instruction resulting in lack of fluency in basic math facts and a limited development of higher order mathematical skills( Main and O’Rourke, 2011).There was a need for a more engaging delivery of the curriculum and a collaboration to enhance mathematical understanding ( Main and O’Rourke, 2011). | |||
==Role of ICTs== | ==Role of ICTs== | ||
Revision as of 00:01, 12 October 2013
Promoting students' skills in mathematics through use of ICTs
Catherine Peddle, Memorial University of Newfoundland
Problem
Teaching mathematics in face to face learning in a traditional classroom poses challenges for the teacher to develop students’ mathematical skills. The following studies address specific problems with teaching mathematics face to face. According to Ross, MaDougal, and Hogoboam-Gray (2002) there is evidence that traditional mathematic programs taught using face to face instruction leads to mastery of basic algorithms without conceptual understanding. Traditional approaches to teaching mathematics are not facilitating productive classroom discourse that allows students to develop habits of mind to engage with mathematics (Walshaw, 2008). According to McLoghhlin (2013) to increase learner engagement with mathematical problem solving the development of instructional model with flexible and learner centered experiences is needed. Traditional teaching is not enhancing active engagement of students’ mathematical concepts because students need to learn complex concepts in a flexible, self paced manner ( McLoghlin, 2013). Pianfetti’s (2000) findings were similar to McLoghlin’s (2013). According to Pianfetti’s (2000) study students in the traditional face to face teaching classroom tend to perceive mathematics from a textbook perspective , which means students have difficulty transferring what they learn in class to events they may encounter in their daily lives ( Pianfetti, 2000 ). Students have difficulties understanding concepts such as distance over and then applying them to concrete events(Pianfetti, 2000 ).Thus, instruction needs to involve new ways to help students better understand abstract concepts (Pianfetti,2000 ). Pianfetti’s(2000) study can be linked to Main and O’Rourke’s ( 2011) study in Australia. According to Main and O’Rourke (2011) The Review Panel of National Numeracy in Australia in 2008 showed concerns over poor numeracy skills in students. Students were not being engaged in the traditional face to face math instruction resulting in lack of fluency in basic math facts and a limited development of higher order mathematical skills( Main and O’Rourke, 2011).There was a need for a more engaging delivery of the curriculum and a collaboration to enhance mathematical understanding ( Main and O’Rourke, 2011).