CRITICAL REVIEW

Critical Review

Critical Review

Introduction

The friendship grouping during the mathematics classroom is not a general phenomenon in most of the schools but often used as an educational tool. The few minutes' conversation is also a regular practice under such situations. This plays a vital role in the overall training of the students. The study, conducted in order to explore the usage of pedagogical strategies which includes regular, and, sustained energy. The researchers known as Hamm and Faircloth in 2005 proposed that motivation is usually subject specific. The main focus was on the students that belonged to the age group between 14 and 16. These students were working towards the final schooling examinations, and, considered as a necessary phase of schooling to carry out an investigation of the mathematics 'subjects. The other aspect was also to include those students, required to study until the end of compulsory education.

Summary

A small scale was a necessary requirement to examine the impact of friendship groupings in Key Stage 4 mathematics', and, classrooms related to the students' motivation level who studies the mathematics subject. The statistics, used from the questionnaires and individual interviews in order to explain the motivational factors in the two key stage 4 mathematics classes. The effect of the environmental factors for the student's understandings of the math's theme is quite high. There are research findings' which confirms the many dimensions of motivation and also suggest gender differences in the study of the classroom relationships. The findings of the study had a review in the context of the mathematics' classrooms organized by the student's level of attainment. Therefore, this is the overall summary and a detailed analysis would be carried out in the subject.

Critique

As the years have passed, educational researchers in mathematics education have explored and expanded upon construct and the idea of the information needed for teachers to be effective. Some suggestions for teacher information include but not limited to recognizing and using student mathematical talk to inform future instructional actions. It is necessary for helping students to evaluate and determine valid and efficient approaches to problem solving. It is also necessary in generally finding efficient ways of helping students to develop sound mathematical relations and understandings. In general, the current focus in mathematics education is helping teachers gain the knowledge needed to teach for understanding, including mathematics knowledge, knowledge of children's mathematical development, and knowledge of how to pedagogically help students develop sound mathematical connections (Brown, 1988, 321).

Mathematics, like all subjects, can be characterized using several different perspectives. The researchers have proposed two perspectives: a dynamic, continually changing field or a static, abstract field. They have also proposed three perspectives on the nature of mathematics: problem-solving, Platonist, and instrumentalist. They described the problem-solving view as a dynamic, socially-constructed view of mathematics where the range is continually expanding and revised. The Platonist view characterized as a belief in mathematics as static truths that have unification and connection. The instrumentalist view consists of the belief that mathematics is a collection of facts, rules, and procedures ...