1) Problem solving is important to teach students because then the students are able to apply those problem solving skills to other aspects of their lives. If you only teach students the skills they need to know to solve particularly problems, then they are stuck only having the ability to solve certain problems.
2) I hope that I will be able to transfer positive math emotions to my studnets, but I do know that many times teachers unwillingly pass on their sub-conscious math emotions to their students.
3) Negative views about the constructivist-oriented approach: not enough time to let kids discover everything, basic facts and ideas are better taught through quality explanations, students should not have to "reinvent the wheel". I believe that their are going to be pros and cons to any type of theory about learning math, because we all share such different emotions about the subject. However, I do think that exploring and learning that is student led and student centered has more of a chance to sticking with the student in the long run.
4) I believe it is never a good idea to push your opinion about math, or anything else, on someone else. By telling struggling students that "It's easy!", we are implying that they are not as smart as others. I know that I have been guilty of using this phrase before in order to encourage the student that they can accomplish something, but in reality I know that it actually probably inflicts negative attitudes about the task at hand.
5) Examples of tasks to assist studnets with learning disabilities excell in math include: using visual representations to tangiblly represent the math problem they are solving. This may include using base ten blocks or manipulatives. Another task would be to have the students re-explain how to solve the problem after they have come up with their answer. This will help them to better remember their method for solving the problem, and help to ensure their understanding of that problem type in their future.
2) I hope that I will be able to transfer positive math emotions to my studnets, but I do know that many times teachers unwillingly pass on their sub-conscious math emotions to their students.
3) Negative views about the constructivist-oriented approach: not enough time to let kids discover everything, basic facts and ideas are better taught through quality explanations, students should not have to "reinvent the wheel". I believe that their are going to be pros and cons to any type of theory about learning math, because we all share such different emotions about the subject. However, I do think that exploring and learning that is student led and student centered has more of a chance to sticking with the student in the long run.
4) I believe it is never a good idea to push your opinion about math, or anything else, on someone else. By telling struggling students that "It's easy!", we are implying that they are not as smart as others. I know that I have been guilty of using this phrase before in order to encourage the student that they can accomplish something, but in reality I know that it actually probably inflicts negative attitudes about the task at hand.
5) Examples of tasks to assist studnets with learning disabilities excell in math include: using visual representations to tangiblly represent the math problem they are solving. This may include using base ten blocks or manipulatives. Another task would be to have the students re-explain how to solve the problem after they have come up with their answer. This will help them to better remember their method for solving the problem, and help to ensure their understanding of that problem type in their future.
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