RAISING EDUCATIONAL ACHIEVEMENTS IN MATHEMATICS

Raising Educational Achievements in Mathematics



Raising Educational Achievements in Mathematics

Introduction

Considering the students' Learning Strategies often results in a better and more successful teaching practice. Therefore, in consequence teaching is becoming more of an art as well as a profession, which is imposed in all the professional work. This research comes from daily work in the classroom and is a reflection of deep learning and education from practical experience in various schools and at different levels of school but looks for the theoretical contributions that are necessary and essential for raising the achievement in mathematics.

Many students struggle with mathematics. Reports of American education and International evidence suggest that student achievement in mathematics is below the desired and expected requirement. This paper will try to discuss different learning strategies when learning and teaching mathematics in schools that will make some contribution towards improving educational outcomes in mathematics. The concern behind this research is none other than try to encourage a taste for mathematics.

Discussion

Teaching Mathematics to pupils with different learning strategies shows different ways to teach mathematics that are stimulating to students. Teachers should use a variety of different teaching methods and offer a range of models and images to help students, especially those with predominance in the visual and kinetic strategy, conduct learning based on understanding and be able to recognize relationships and linkages between different mathematical concepts.

Raising Achievement across the Whole Curriculum

Perhaps the most contested topic in mathematics has to do with the purposes of engaging with the subject matter at all. At present, the overwhelming emphasis within the field of mathematics education is on the development of conceptual understanding, often contrasted with the mastery of technical or procedural knowledge. Such technical competence was the explicit goal of mathematics instruction a century ago was so much that massive efforts at reform over the past few decades have done little to disturb the popular belief that mathematics, in fact, consists precisely of those procedures to be mastered.

This emphasis on conceptual understanding is a recent one. It is, in large part, borne of technologies that have eased the burden of technical competence, both within and beyond mathematics classrooms. In terms of curriculum topics and pedagogical approaches, the emphasis on understanding has prompted increased attention to explanation and justification and diminished interest in memorization and practice.

As obvious as this point might seem, current efforts at mathematics curriculum development tend to be mired in the math wars popularly characterized in terms of a pendulum that swings between the poles of technical mastery and conceptual understanding.

Differentiated Learning Strategies in Mathematics

In today's schools, students come with varying levels of abilities, interests, and ways to learn new material. Without the use of differentiation, teachers have little chance of meeting the needs of all or most students in their classrooms.

Successful differentiation will occur in the classroom when a number of essential elements are also addressed. These essential elements include classroom management techniques addressing the needs of a differentiated classroom, planned use of anchoring activities, a ...