Modern High School Mathematics (Mid-Semester Journal Entry)

Modern High School Mathematics (Mid-Semester Journal Entry)...

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Christopher O. Roman Modern High School Math Mid-Semester Journal Entry Due: November 9, 2011 Instructor: Luis Leyva At this point in the semester, my Modern High School Mathematics class has given me insight to a plethora of effective teaching methods with respect to mathematics education. Although there are plenty to discuss, I feel one of the most important teaching methods is this notion of teaching mathematics through active learning. Active learning requires students to become actively engaged in the classroom through problem solving, group work, and a variety of other activities which promote the use of higher order thinking skills. It is unfortunate I have rarely been able to experience this type of teaching during my years as a mathematics student. As a matter of fact, most of my mathematics education has been taught through transmission. In other words, I became accustomed to the traditional method of teaching where teachers lecture, right notes on the board, and expect their students to learn the information by copying it down in their notebooks. This idea of “teaching through transmission” followed me through my educational career until I eventually reached college. Through my experiences at both the county college and university settings, I have become introduced to this new method of instruction in mathematics referred to as active learning. Most of this introduction has come from the mathematics educators of my current class, Modern High School Mathematics (MHSM). Before continuing on to more pressing matters in this journal entry, I feel it is important to note what I mean when I refer to “mathematics educators”. Unless I specifically mention otherwise, from this point on “mathematics educators” will refer to the following: the NCTM standards I have become introduced to in MHSM, the authors of the readings assigned to me during MHSM, and my instructor of MHSM (Luis Leyva). Now that this matter is out of the way, I begin with mathematics educators’ beliefs regarding this notion of teaching through transmission.
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For the most part, it is obvious that mathematics educators are against the traditional method of teaching through transmission. Already two months have passed in MHSM and not one class has been taught through transmission. Each week Luis introduces a new activity for us to explore. Some activities are more difficult than others, but they each require us to work together (with the assistance of Luis) to reach the final result. Teaching through transmission in this class is not an issue because it seriously never takes place. Additionally, most of the readings assigned to us in MHSM reflect heavily on this idea of conceptual versus procedural instruction. These authors are strong advocates of conceptual instruction because it helps students become
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This note was uploaded on 11/16/2011 for the course EDUCATION 341 taught by Professor Luisleyva during the Fall '11 term at Rutgers.

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Modern High School Mathematics (Mid-Semester Journal Entry)...

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