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It is a mission that can sometimes be overwhelming. When teaching becomes a little challenging than usual, we turn to programs and perspectives that are intended for children with special… Read TextPreview

- Subject: Miscellaneous
- Type: Essay
- Level: Masters
- Pages: 2 (500 words)
- Downloads: 0
- Author: lorenzorosenbau

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The right side on the other hand processes holistic information: visual input, emotion, artistic & 3-D sense, imagination & creativity and music & rhythm (Sobanski, 2002, p.3). It is known that 75% of what we learn is from the sense of sight (Sobanski, 2002, p.2). Equivalent fractions taught with visual aids, combine image and logical reasoning to get both sides of the brain working at the same time. This facilitates effective learning. Jessika Sobanski (2002) tells us some tips on creating a whole brain learning environment:

Active-participant Learning. The class proper operates in a way that learning is active and is propelled by adult guidance and by social influences of group interaction and teamwork (Ben-Avie, Ensign, & Haynes, 2003). Active-participant Learning allows the thinking process to be made visible so teachers can intervene to improve faulty or ineffective patterns in a meaningful way. Ben-Avie et al. (2003) in their book, How Social and Emotional Development Add Up, conducted an evaluation of a certain urban school district. Their findings tell us that higher mean scores in mathematics concepts and application skills can be achieved by the following:

Employ the active participant model in the classrooms and engage students in intellectual discourse. Divide your class into groups. Have one group answer the questions on equivalent fractions thrown by the other group. Reverse roles after one round of questioning. Be attentive to their answers and questions. Intervene in a respectful way when mistakes occur.

Ask probing questions. You can ask your students “What makes equivalent fractions the same?” This can be an assignment they can ponder at home. (Answer: When you multiply or divide both the numerator and denominator by the same number, the fraction keeps its value.)

Personalized Mathematics Lessons. What is relevant is not just math that is connected to students’ lives, but math that ...Download file to see next pagesRead More

Active-participant Learning. The class proper operates in a way that learning is active and is propelled by adult guidance and by social influences of group interaction and teamwork (Ben-Avie, Ensign, & Haynes, 2003). Active-participant Learning allows the thinking process to be made visible so teachers can intervene to improve faulty or ineffective patterns in a meaningful way. Ben-Avie et al. (2003) in their book, How Social and Emotional Development Add Up, conducted an evaluation of a certain urban school district. Their findings tell us that higher mean scores in mathematics concepts and application skills can be achieved by the following:

Employ the active participant model in the classrooms and engage students in intellectual discourse. Divide your class into groups. Have one group answer the questions on equivalent fractions thrown by the other group. Reverse roles after one round of questioning. Be attentive to their answers and questions. Intervene in a respectful way when mistakes occur.

Ask probing questions. You can ask your students “What makes equivalent fractions the same?” This can be an assignment they can ponder at home. (Answer: When you multiply or divide both the numerator and denominator by the same number, the fraction keeps its value.)

Personalized Mathematics Lessons. What is relevant is not just math that is connected to students’ lives, but math that ...Download file to see next pagesRead More

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