What Are the Key Issues for Teachers to Consider in Their Efforts to Promote the Learning of Maths - Report Example

What Are The Key Issues For Teachers To Consider In Their Efforts To Promote The Learning Of Mathematics? Table of Contents Table of Contents 2 Introduction 3 Literature on Issues to be Considered to Promote Mathematics Learning 4 Brief Overview of the Problems Encountered By Students 8 Observations and its Relevance to Secondary Findings 10 Conclusion 13 References 14 Introduction Mathematics is considered as a core subject comprising of various facts, ideas and thoughts within the lesson. Owing to its practicality, broad application and non-theoretical perspective, mathematics is regarded as a vital subject to be studied by the students. However, many students develop a negative approach towards the subject, with an increase in age and attraction to other subjects that are easy to understand when compared with learning mathematics (National Association for the Education of Young Children, 2002). Furthermore, some students develop such negative attitude towards mathematics, as the subject requires teachers to provide comprehensive knowledge and practicability, which teachers may fail to provide to students. A majority of students consider mathematics as the one of the toughest subjects taught in classrooms around the globe (Brendefur & Frykholm, 2000). One of the reasons due to which children are unable to focus upon and learn mathematics is the inability of teachers to establish effective teaching abilities and learning environment with their students (Katherine, 2007). Hence, in order to ensure effective learning of mathematics by the students, teachers need to consider a number of issues that would encourage and promote the effective learning of mathematics. The study would provide a brief overview of the issues and challenges faced by teachers in ensuring valuable mathematics learning. The study would focus on the identification of the issues that teachers should be considering in order to maximize their efforts while promoting learning of mathematics. To arrive at a valid conclusion, the study would utilize the literature reviews as secondary sources of data, in accordance to the topic. In addition, the findings would be supported by the primary source of data gathered via observation done in various primary schools. Finally, the study would arrive at a valid conclusion regarding the promotion of mathematics. Literature on Issues to be Considered to Promote Mathematics Learning According to American Association for the Advancement of Science (2015), teachers must consider a number of issues in order to maximize their efforts in mathematic learning in classrooms. Teachers must engage in providing the students with an experience in mathematical learning that would enable the students to mold their thought processes about mathematics learning. In their efforts to promote mathematics learning, teachers must first provide students with questions based on nature, which the students will be able to understand easily. The students must be able to develop relationships between the mathematical problems with the natural perception abilities. For example in primary schools, teachers can enhance effective learning of mathematics, by providing students with toys, shapes and materials, which would facilitate the development of understanding between the students and the mathematical problems. In addition, students must be provided the opportunity to have active participation in the learning process, as teachers can take considerable feedback from the students regarding their studies with the help of their understanding of the subject (American Association for the Advancement of Science, 2015). The students need to engage themselves in using mathematical devices and tools, which would provide them with practical applicability of utilization of the equipments. Furthermore, it would allow teachers to learn about the key areas that would require them to focus more upon the students in order to promote mathematics. Another issue that must be considered by teachers is to promote their efforts in effective learning by providing the students with practical knowledge and collection of evidence. Teachers facilitating study of mathematics in schools must ensure that every student is provided equal opportunity to solve the mathematical problems and is given a certain extent of personal preference. Teacher must also enable the student to solve mathematical question according to the age group to which they belong, for the determination of the techniques that student would utilize to the present solutions. Moreover, teachers, to promote effective mathematical learning in schools, must provide evidences of historical perspectives relating to the problem (Dickey, 1997). Another important consideration that must be taken into account to develop mathematics learning is the deliverance of clear expression amongst teacher and student. Teacher must ensure effective flow of written and oral communication amongst students and themselves. This would allow the students to raise questions regarding clarifications and would provide space for teachers to maximize the learning effectiveness within their learning approach. Furthermore, to maximize the efforts, teacher must ensure that children learning mathematics are able to indulge themselves in-group activities. The group tasks would ensure that the students learn collaboratively and gain experience through shared responsibility. Effective learning can take place if teacher provides the students the ability to solve mathematical problems in groups. In primary schools, teachers must be able to introduce mathematical concepts about a functional approach, rather than a technical approach. The effective teaching can be developed in case, students are provided ample time to develop their own theories rather than learning the mathematical formulas. Teachers must develop curiosity within the students regarding how to answer the mathematical solutions and develop a clear understanding of the mathematical problem. Furthermore, teachers can indulge themselves in providing effective learning through use of innovative ideas and developing new methods of learning. Moreover, teachers must encourage a healthy response and feedback from the students for a better cognitive development. Space must be provided in classrooms and amongst the students that would allow the facilitation of asking questions regarding the mathematical problems (Timperley & et. al., 2007). Apart from the above stated facts, teachers can take necessary steps to ensure effectiveness of mathematics learning. Teachers can avoid dogmatism by creating an environment, wherein, students would gain an idea that the lessons learnt via teachers are not the only solution to be used while solving mathematical problems. The students must be provided many opportunities to use their own approach while proving solution to different problems. To promote effective learning of mathematics, teachers must incorporate cause and effect relationship with the students. In addition, teachers must think hypothetically while dealing with students. Teacher must also enable effective learning through ensuring that there is creation of a positive attitude towards the weak students by helping them and providing a personal affection in solving complicated mathematical problems (The University of Arizona, n.d.). The ability to brainstorm is another important aspect that teachers need to consider to assist students in learning mathematics. According to Sam& Yong (2007), teachers involve in providing mathematical knowledge to the students, must establish a proper relationship and must possess an in-depth knowledge regarding the subject. Teachers must indulge themselves in continuous learning and must make use of various teaching strategies, which would ensure maximum outcomes from the students. Teachers need to focus on development of students by ensuring that they themselves have the ability to provide quality mathematical learning by participating in conferences and seminars. Furthermore, teachers must need to consult with each other regarding promoting effective learning with the help of a lesson study group. Teacher can make plans regarding how to deliver optimum learning to students and how future-learning lessons can be prepared, keeping in mind the past performance of students. In addition, teachers need to effectively design and restructure their teaching methods in case they find their effectiveness of teaching to be reduced and poor outcome from students (Sam & Yong, 2007). According to Pennant (2015), teachers while engaging themselves in effective promotion of mathematics learning must consider a number of key issues, which are to be followed. One of the issues to be considered is demonstration of the idea that teacher recognizes the contradictory ideas of the students. Teachers must pose challenging questions to the students, which would enable teachers to gain an idea of how students were able to determine the mathematical solution and the technique or formulae they have used to determine so. In addition, teachers must inculcate use of certain techniques to promote effective learning of mathematics, such as asking the students certain questions that requires them to stimulate their minds and persuade them to develop effective learning. Most importantly, teachers must inculcate the thinking within the students that mathematics is not a fictional based subject, but provides opportunities to gain full marks in case the answers are logical and are appropriate (Pennant, 2015). According to Ali, 2011, teacher must consider some of the key issues such as asking students on how they have been able to arrive at a specific solution. In addition, teacher can enhance the effectiveness of mathematics learning by asking the students with questions based on curiosity such as what could have been the possible ways through which the students could have reached a similar conclusion. Learning can further be promoted by assuring students that they all possess the required capabilities to how to solve mathematical calculations in an easier way. Furthermore, teacher can create an environment, wherein, the students can freely ask each other regarding the mathematical problems they face and can solve them through combined efforts. Moreover, teachers must recognize that group discussions within a class to solve a mathematical problem can be of great help as other students can also provide valuable contribution in solving the problems by participating in the study. Furthermore, teachers can promote effective teaching of mathematics, by reducing the use of calculators while solving problems and focusing the attention of students towards regular practice (Ali, 2011). To promote learning of mathematics, teachers can further consider a number of key issues that would result in effective learning of mathematics. Teachers must focus on developing of the fundamentals knowledge required to solve basic mathematical problems. In addition, teachers must make sure that the teaching activities are based on learner-centric environment and there exists huge scope of problem solving. Teachers can also address the issue of utilizing their experiences and educational skills to ensure that they provide the most effective learning to their students (Walshaw & Anthony, 2008). Teachers need to concentrate on one of the most important factor, i.e., development of the fundamental mathematical computation and solving capabilities among the students. In addition, the students must be engaged in high-level of classroom activities. Teacher must create a classroom environment that would require the students to present a high-level of engagement in student-based activities. Furthermore, teacher must make sure that there is an existence of higher-order thinking amongst the students. Teachers must also consider the issue of following a feedback or enquiry based mechanism and must connect the knowledge gained by the students with meaningful solutions that could be used in the real life as well (Delaney, 2012). Brief Overview of the Problems Encountered By Students According to Singha & et. al. (2012), teachers must consider and address a number of key issues that students face, in order to ensure effective promotion of mathematical learning. Some of the key challenges, which might hinder effective teaching of mathematics by teachers and which must be addressed have been outlined below. (Source: Singha & et. al., 2012) The above-mentioned issues must be determined and reduced to ensure that quality mathematics learning is being imparted to the students. Sustained efforts can be taken by teachers to reduce such issues and encourage effectiveness of mathematics learning. At the school level, teachers can take a number of key steps that will make mathematics an interesting subject to be pursued amongst the students. Moreover, teachers must ensure that the students are delivering models and presentations concerning mathematical lessons in schools. Furthermore, to ensure that the teaching has been effective, mathematical quizzes must be conducted during certain events, within or outside the classroom premises. Most importantly, teachers must make use of real-life examples while solving and teaching mathematical calculations, which would enable students to memorize and apply the learning for a considerable time and would maximize the effectiveness of learning mathematics (Singha & et. al., 2012). Observations and its Relevance to Secondary Findings According to the activity conducted in Lorne Primary School, with the objective of linking the area of a square-to-square numbers, it was observed that students engaged in tasks requiring group efforts, were not participating as a team. Furthermore, children were able to solve the mathematical problem, with the help of hint provided during observations. The students were solving the problems individually, wherein; the students were trying to rectify their problems by comparing it with others’ results. The observations also made it clear that a majority of the students solving mathematical problems based on squares were unable to solve the problem without seeking assistance at regular intervals (Barron & Darling-Hammond, 2008). The next observation was made from the worksheets, which were conducted in the classroom, wherein it was observed that some of the students were able to recognize a specific pattern with an increase in the size of the squares; however, they were unable to continue without further help. Furthermore, another observation shows that a student wished to continue solving the problem at the back of the paper, as he was unable to manage the front sheet. The students were able to manage the questions, as they were able to make use of the tiles as a visual instrument to measure the findings. The students found it difficult to manage the questions asked at the third level, which demonstrates the fact that teachers must establish primary objectives first and then move on to the other questions while developing solutions to the problems at a higher level. The observation can also be compared with the findings that teachers should try to compare the solutions with physical toys and devices at the primary level, to facilitate easier learning and development of effective mathematical learning (Anthony & Walshaw, 2009). Observation in school further shows that teachers had to modify the worksheet, as many of the students were unable to provide answer to the questions asked. The observation shows that teachers in primary school involved in providing mathematics learning, must frame questions based on the level of students’ learning. In order to maximize effective learning, teachers need to prioritize the questions before presenting them to the students for further solving (National Council of Educational Research and Training, 2006). The observations made at Parsons Green Primary School, reveal that the students who were engaged in solving problems based on squares, its properties, area and squaring of positive and negative number were able to solve the mathematical problems. Furthermore, the basic reason that resulted in high-outcome was the re-wording of the questions asked by teachers. Before presenting the questions, teachers had made amendments in the question patterns, which enabled the students to gain a comprehensive understanding of the question and answer the solutions correctly. Furthermore, the observations made it clear of the fact that amendment in the designing of the questions can lead to a proper analysis of the problems by the candidates, which would result in higher chances of securing success in solving mathematical calculations (Wachira & et. al., n.d.). The observation reveals the importance of the fact that teachers can effectively promote mathematical learning by ensuring minor changes in the mathematical problem that would result in a more effective problem solving by the students. Furthermore, teachers can ensure that effective mathematical learning takes place by ensuring that students engage themselves in quality education and participate in activities that require group formation. Furthermore, the observations present the actuality that a proper feedback mechanism was placed during observations, which required teachers to incur a proper feedback from the students. In addition, the study findings reveal that students engaged in doing linear equation first plotted the lines and then connected them with the figures to establish relationship between the two. This shows that teachers can enable effective learning of mathematics by ensuring that students are able to solve mathematical equations in a specific pattern. Furthermore, it can be interpreted from the observation that majority of students were able to answer the mathematical problems when the questions were changed and an additional square was provided (Education, Audiovisual and Culture Executive Agency, 2011). The observation reveals the fact that teachers can well handle their effectiveness in mathematical learning by ensuring that there does not remain any confusion amongst students regarding the mathematical problems. Teachers must make sure that the students are well capable of solving the mathematical problems without further assistance by providing logical questions to solve and providing an improved explanation to the students. The activity conducted at Lorne Primary school, provides a clear understanding of the fact that students were unable to demonstrate a proper coordination amongst their tasks and roles. It was observed that during the paper folding activity, students were unable to manage the folding and were doing the activities in an incorrect manner. The observation can be helpful for teachers, who can modify their way of facilitating learning, wherein, the students would be able to learn things easily and manage the tasks accordingly (Limjap, n. d.). The observation further disclosed the findings that some students were unable to find solution at the first instance; however, they were able to do so after teacher suggested them and new sheets were provided. The observation can be compared to the issue of repetition that must be ensured by teacher in case a student is unable to grasp learning at the first time (Crown, 2010). Teacher must re-teach the lessons in case the students had earlier failed to understand the mathematical problem and its solution. This would lead to an increase in the level of efforts that teachers have to incur while promoting and teaching mathematics in classrooms. The observations made from the mirascope activity, also demonstrated the findings that some students failed to identify and match their measurements during activities. The observation refers to the actuality that teachers must establish a proper coordination amongst the activities, whilst teaching mathematics. Teachers must ensure that a practical approach is being provided to the students while instructing mathematics, which would ensure that teachers gain maximum efficiency in their efforts to promote mathematics teaching (Gandhi & Varma, n. d.). Conclusion The study outlines the key issues that teachers need to consider in order to promote the mathematics teaching in classrooms. The secondary findings reveal various problems faced by the students while learning and practicing mathematics, which consequently reduced the level of efforts provided by teachers. The study further illustrates on how teachers can maximize their level of efficiency while promoting mathematics teaching. In addition, the recorded observations conducted at primary schools ought to determine various problems faced by the students while solving mathematical calculations and further discussed on how teachers can minimize the problems faced by the students to promote mathematics learning effectively. References Ali, T., 2011. Exploring Students’ Learning Difficulties in Secondary Mathematics Classroom in Gilgit-Baltistan and Teachers’ Effort to Help Students Overcome These Difficulties. Bulletin of Education and Research, Vol. 33, No. 1 pp. 47-69. American Association for the Advancement of Science, 2015. Principles of learning. Effective Learning and Teaching. [Online] Available at: http://www.project2061.org/publications/sfaa/online/Chap13.htm#top [Accessed March 17, 2015]. Anthony, G. & Walshaw, M., 2009. Effective pedagogy in mathematics. Educational Practices Series–19, pp. 1-31. Barron, B. & Darling-Hammond, L., 2008. Teaching for Meaningful Learning. A Review of Research on Inquiry-Based and Cooperative Learning. [Online] Available at: http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf [Accessed March 17, 2015]. Brendefur, J. & Frykholm, J., 2000. Promoting Mathematical Communication In The Classroom: Two Preservice Teachers’ Conceptions And Practices. Journal of Mathematics Teacher Education, No. 3, pp. 125–153. Crown, 2010. Learning together: Mathematics. Improving Scottish Education: A report by HMIE on inspection and review 2005-2008, pp. 1-35. Delaney, S., 2012. Problems in Teaching Primary School Mathematics. Laois Education Centre. [Online] Available at: http://seandelaney.com/wp-content/uploads/2012/11/Problems-in-Teaching-Primary-School-Mathematics-Delivered.pdf [Accessed March 17, 2015]. Dickey, E .M., 1997. NASSP Bulletin. Challenges of Mathematics Teaching Today: How Can School Leaders Help? [Online] Available at: http://ed.sc.edu/ite/dickey/nassp/nassp.html [Accessed March 17, 2015]. Education, Audiovisual and Culture Executive Agency, 2011. Mathematics Education in Europe. Common Challenges and National Policies, pp. 1-178. Gandhi, H. & Varma, M., No Date. Strategic Content Learning Approach to Promote Self Regulated Learning in Mathematics. Proceedings of epiSTEME 3, pp. 120-124. Katherine, D., 2007. The Teacher, The Tasks: Their Role in Students’ Mathematical Literacy. Mathematics: Essential Research, Essential Practice, Vol. 1, pp. 246-254. Limjap, A. A., No Date. Issues On Problem Solving. Drawing Implications for a Techno Mathematics Curriculum at the Collegiate Level, pp. 1-30. National Association for the Education of Young Children, 2002. Early Childhood Mathematics: Promoting Good Beginnings. NAEYC/NCTM Joint Position Statement, pp. 1-21. National Council of Educational Research and Training, 2006. National Focus Group On Teaching of Mathematics. Position Paper No. 1.2, pp. 1-21. Pennant, J., 2015. Stage: 1 and 2. Developing a Classroom Culture That Supports a Problem solving Approach to Mathematics. [Online] Available at: http://nrich.maths.org/10341 [Accessed March 17, 2015]. Sam, L.C. & Yong, H. T., 2007. Promoting Mathematical Thinking in the Malaysian Classroom: Issues and Challenges. Universiti Sains Malaysia. [Online] Available at: http://www.criced.tsukuba.ac.jp/math/apec/apec2007/paper_pdf/Lim%20Chap%20Sam.pdf [Accessed March 17, 2015]. Singha, K. G. & et. al., 2012. Study of Various Problems Faced By the Students and Teachers in Learning & Teaching Mathematics and Their Suggestive Measures. International Journal of Advanced Research in Management and Social Sciences, Vol. 1, No. 2, pp. 195-201. The University of Arizona, No Date. Background Notes. Research on Teacher Education. [Online] Available at: http://math.arizona.edu/~cemela/english/research/teachered.php [Accessed March 17, 2015]. Timperley, H. & et. al., 2007. Best Evidence Synthesis Iteration [BES]. Teacher Professional Learning and Development. [Online] Available at: http://www.oecd.org/edu/school/48727127.pdf [Accessed March 17, 2015]. Wachira, P. & et. al., No Date. Introduction. Mathematics Teacher’s Role in Promoting Classroom Discourse, pp. 1-38. Walshaw, M. & Anthony, G., 2008. The Teachers Role in Classroom Discourse: A Review of Recent Research into Mathematics Classrooms. Review of Educational Research Vol. 78, No. 3, pp. 516-551. Read More