Critique of Reading Mathematics and Assessment Essay Example

  • Category:
    Education
  • Document type:
    Assignment
  • Level:
    Undergraduate
  • Page:
    1
  • Words:
    419

3CRITIQUE OF READING MATHEMATICS AND ASSESSMENT

Critique of Reading Mathematics and Assessment

Critique of Reading Mathematics and Assessment

Teaching is a noble proffesion and it requires total devotion especially from primary school teachers. It is believed that majority of conclusions or answers from teachers are usually derived from the answers raised by students in class (Haylock & Manning, 2010). It has always been a hard task for teachers to come up with appropriate method of determining the accessibility of the lesson to all students, what the student were previously taught but they still deserve to know it, measures to be embraced in order to improve the effectiveness of the lesson and the most appropriate lesson alternative that can be offered to students (Burns, 2004).

Inquiry or discovery learn ling is a method that many teachers embrace to ensure that students does not fully rely on textbooks t o gain relevant knowledge or ideas, instead through initiation of effective learning activities that lead to new discovery and mastery of the required content (Chapin & Anderson,2003). On the other hand class discussion plays a vital role in student-student where the teacher acts as the facilitator of the discussion while learners disclose what they already know with regard to the topic under discussion. Presenting questions to learners in a mathematics lesson plays a key role in probing student’s thinking capacity.

According to the National Council of Teachers of Mathematics (2000), assessments are vital in mathematics classes for the teacher to assess how students understood the previous lessons; however, these assessments are very essential if the written work of students is incorporated in the entire assessments. Bay-Williams & Van (2010) on the other hand, argues that students should embrace more than one strategy of dealing with mathematics problems. This implies that they will in a position of viewing mathematical problems in a different perspective and develop mathematical flexibility with regard to mathematical issues.

References

Bay-Williams, J. M., & Van, . W. J. A. (2010). Field experience guide: Resources for teachers of elementary and middle school mathematics for 7th edition Elementary and middle school mathematics : teaching developmentally. Boston: Allyn & Bacon.

Burns, M. (2004).Writing in math.Educational Leadership, 62(2), 30–33.

Chapin, S. H., O’Connor, C., & Anderson, N. C. (2003).Classroom discussions: Using math talk to help students learn. Sausalito, CA: Math Solutions Publications.

Haylock, D., & Manning, R. (2010). Mathematics explained for primary teachers. London: SAGE.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author. Available: http://standards.nctm.org