Teaching In Mathematics
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Felicia Said:
I am Mathematics teacher from Ghana. Currently Staying in Yonkers New York. How will I get a teaching licenseWe Answered:
You need to talk to these people: http://www.nysed.gov/ They are the ones who certify teachers in NY.Foreign degrees SOMETIMES can be used in the US. However, the US has really strict requirements for the type of training teachers need, so they might say you need to do a little more preparation.
Joann Said:
What is the best way of teaching mathematics in the classroom?We Answered:
Fortunately for me, I have only had GREAT math teachers. Here are some of the things that they did/do that helped a lot:1) summaries of what was to be covered in the lecture
2) recognition for those who got good grades
3) showing how to solved problems in more than one way, if applicable
4) starting out the lecture with the simplest examples and then progressing, never doing anything that is unnecessary and that won't show up on the test
5) **** Spending the first 10-20 minutes going over the previous night's homework ****
6) assigning homework that can be finished in under an hour at home, the odd #'s being practice, and a few even #'s for turn-in at the end of the week. No overly-complicated and unnecessary problems, math books tend to have these. You will just leave the students in the dark if you do this.
7) being called on randomly in class (maybe use name card)
8) NO complicated exams, please
9) DO NOT go off on tangents, no pun intended
10) occasional humor to keep people on their toes (but if your humor is dry, forget it)
11) Do not assign reading from the book, math books are usually complicated and written by complicated people. Please try to make it clear, short and sweet in the lecture for the students
12) When talking in lecture, don't speak to the students in complicated math jargon, and don't jump right into the material. Refresh students' memories and ease them up to the harder stuff
Ramon Said:
Do you have good games in teaching mathematics?We Answered:
Around the world is always good...another similar thing, is to line the class up in two lines, and have the person at the front of each line race to solve a problem... the person who is fastest is done. The person who isn't, stays at the front of the line and goes against a new opponent with a new math problem. See which line runs out of people first. OR once they answer the problem correctly, they go to the back of the other line.
students can make up problems for classmates... but they have to know what the correct answer is.
The each make up a quiz for an classmate. (and an answer key that is not for the classmate)
Pearl Said:
List at least 3 effective ways for teaching mathematics to the undergraduate student?We Answered:
Engage Students ActivelyStudents need to have many and varied opportunities for collecting, sorting and cataloging; observing, note taking and sketching; interviewing, polling, and surveying; and using hand lenses, microscopes, thermometers, cameras, and other common instruments. They should dissect; measure, count, graph, and compute; explore the chemical properties of common substances; plant and cultivate; and systematically observe the social behavior of humans and other animals. Among these activities, none is more important than measurement, in that figuring out what to measure, what instruments to use, how to check the correctness of measurements, and how to configure and make sense out of the results are at the heart of much of science and engineering.
Concentrate on the Collection and Use of Evidence
Students should be given problems—at levels appropriate to their maturity—that require them to decide what evidence is relevant and to offer their own interpretations of what the evidence means. This puts a premium, just as science does, on careful observation and thoughtful analysis. Students need guidance, encouragement, and practice in collecting, sorting, and analyzing evidence, and in building arguments based on it. However, if such activities are not to be destructively boring, they must lead to some intellectually satisfying payoff that students care about.
Provide Historical Perspectives
During their school years, students should encounter many scientific ideas presented in historical context. It matters less which particular episodes teachers select (in addition to the few key episodes presented in Chapter 10) than that the selection represent the scope and diversity of the scientific enterprise. Students can develop a sense of how science really happens by learning something of the growth of scientific ideas, of the twists and turns on the way to our current understanding of such ideas, of the roles played by different investigators and commentators, and of the interplay between evidence and theory over time.
Robert Said:
What are some controversial or opposing issues that relate to teaching Mathematics?We Answered:
One controversial method is the constructivist approach.Give students data and first principles--guide students to derive relationships.
However, most controversy arises when administrators do not understand the mathematics that a teacher is teaching. To feel superior, they nit pick at procedure and documentation. If the administrator was a social studies teacher (as most of them are due to overabundance--easier route I guess), then the administrator wants a math classroom to operate like a social studies classroom of 15 years ago.