Math
Teachers Strive to Bring Core to At-Risk Students
Education
Week Teacher
Published
Online March 13, 2013
These math teachers are
practicing the prevention of Learning Barrier #4 – Missing Foundational
Knowledge or Too Steep a Gradient; and I applaud them!
The learning of any subject
requires the correct sequence of the development of knowledge or skill. Earlier pieces of information are necessary
for the later understanding of the advanced steps.
These teachers are breaking
down each concept into its basic, foundational pieces and introducing each
piece to their students in a methodical, gradient fashion. This allows the student to learn and digest
each piece before the next level of knowledge is given.
Parents – these are all methods
you can use to help your children with their homework.
The Common Core State Standards for
mathematics are now being introduced in schools across the country. While many accomplished math teachers are
enthusiastic about the standards' emphasis on mathematical reasoning and
strategic expertise over rote computation, some say the transition to the new
framework poses daunting challenges for students who are already behind in
math.
Some math educators are taking steps to
refine their practices and adopt creative methods to help at-risk and
struggling students make the shift to the new instructional paradigm.
One approach commonly cited by teachers is to
maintain the common core’s emphasis on abstract reasoning and conceptual
understanding while using word problems that require less advanced math skills.
Similarly, Todd Rackowitz "focuses on
problems that don't involve complex computation at first."
"You have to help kids understand how to
justify solutions through discussion, interaction, and close guidance.” When his students are struggling with a problem
or new concept, Arcos said he demonstrates how to work through similar problems
and discusses his reasoning with them.
Justin Minkel said he also makes an effort to
give his students problems that have "practical applicability" to the
real world. He noted that he has had success in having his students use what
they were learning in math in an economics unit that involved determining the
costs of materials for a building project against a budget. Such activities can help students "make
sense of problems and begin thinking about the ways math relates to their own
lives.”
I
rescue failing students by remedying the Barriers to Learning
No comments:
Post a Comment