Algebra moves students beyond an emphasis on arithmetic operations to focus on the use of symbols to represent numbers and express mathematical relationships. Understanding algebra is key to success in future math courses, making it critical to identify strategies that improve algebra knowledge. Use solved problems to engage students in analyzing algebraic reasoning and strategies. ` How to carry out the recommendation
1. Have students discuss solved problem structures
and solutions to make connections among strategies and reasoning. 2. Select solved problems that reflect the lesson’s instructional aim, including problems that illustrate common errors.
3. Use whole-class discussions, small-group work, and
independent practice activities to introduce, elaborate on, and practice working with solved problems. Teach students to utilize the structure of algebraic representations.
How to carry out the recommendation
1. Promote the use of language that reflects mathematical structure. 2. Encourage students to use reflective questioning to notice structure as they solve problems. 3. Teach students that different algebraic representations can convey different information about an algebra problem. Teach students to intentionally choose from alternative algebraic strategies when solving problems.
How to carry out the recommendation
1. Teach students to recognize and generate strategies for solving problems. 2. Encourage students to articulate the reasoning behind their choice of strategy and the mathematical validity of their strategy when solving problems. 3. Have students evaluate and compare different strategies for solving problems. As for the beginning, the best way to accomplish clear meaning of trigonometric is to ask students make careful measurements of the angle and sides of the right angle triangle. In the process of learning trigonometry students are eager to know the meaning of the terms. The early introduction and simple treatment of these aspects of trigonometry maybe expected to have considerable influence in removing the reluctance of students to undertake later the systematic of the subject. Trigonometry is an important part of mathematics at high school, college and university. Trigonometry is a subject that many university students find it difficult because it is not offered in depth in the high school to the extent that algebra and geometry were taught. The teaching professionals often said that the tertiary students’ knowledge about trigonometry was quite poor based on the assessments given to them. It has been observed that some of the elementary concepts of trigonometry are more easily comprehended than much of the usual work in algebra. Teachers must understand about this method: as the teacher, we must connect new information to prior learning for every lesson. Research shows that this will help our students retain the new knowledge that they are learning. Mastery Learning The whole curriculum content is broken down into small units so that they can be easily mastered. Teacher should be clear with the expected learning outcome of each unit and have an assessment at the end of each unit to determine whether the learning outcome is achieved. Cooperative learning Cooperative learning is helpful in eliminating competition among learners. It encourages them to work together towards common goals.It fosters positive intergroup attitudes in the classroom. A group of pupils carrying out activities under the supervision and guidance of a teacher. Pupils exchange ideas through discussion with the aim to solve a problem or to carry out a project together. Demonstration Approach It is a teaching strategy in which the teacher engages “in a learning task other than just talking about it”. Research in statistics and probability education has produced a variety of results that would be useful f or both secondary and high-school mathematics teachers and the educators of these teachers. Although there are many good textbooks in different countries that describe statistical ideas with a formalisation level adequate for students, usually these textbooks are written in a sequential way so that the different concepts and procedures are introduced in turn, with insufficient connections between them and limited attention to students’ underlying intuitions. Teaching statistics and probability at high-- school level is often embedded within mathematics. However, due to its peculiarities, statistics and probability require special attention on the part of teachers and curriculum designers in relation to the selection of content and the best way to make the statistical ideas accessible to the students. Geometry is a branch of science which helps an individual gain vision, ease thinking and reach a solution by realizing the shapes before the eyes (Hızarcı, 2004). Geometry, whose content area is shapes and objects, has an essential place in human life. In science, art, architecture, engineering, in short in every element that humans created geometry makes itself evident and nested with the daily life (Van De Walle, 2001). Geometry gives students opportunity to stimulate their minds, make mind exercises and problem solving, comparing, generalizing and summarizing skills’ development. Discovery Approach Discovery Learning is “International Learning” . Both the teacher and the learner play active roles in discovery learning depending upon on the role that the teacher plays, this can range from guided discovery (needs strict supervision) to free or pure discovery (very little supervision needed) Problem Solving Problem-solving can best be defined as a learner-directed strategy in which learners “think patiently and analytically about complex situations in order to find answers to questions”. A problem is defined as a “situation in which you are trying to reach some goal, and must find means for getting there”. Axiomatic Development. Present geometry through an axiomatic development that begins with a small set of intuitive axioms from which the entire subject is derived.
Guided Inquiry. Provide a presentation with minimal
explanations and proofs that leads students to solve problems and prove theorems on their own while the instructor serves as a mentor and a guide. Research has indicated that the teaching and learning of calculus can be challenging as it involves abstract and complex ideas (Gordon, 2004; Zachariades, Pamfilos, Christou, Maleev, & Jones, 2007). This means that students face difficulties in learning the key concepts of calculus (Artigue, Batanero, & Kent, 2007). It does not help that in traditional calculus classes the emphasis is on computational procedures without understanding the concepts (Gordon, 2004). Many studies have demonstrated that students’ difficulty in understanding calculus are caused by their weak understanding of functions (Dubinsky et al., 1992; Tall & Vinner, 1981; Williams, 1991) and the inability to use functions to reason and represent relationships (Carlson et al., 2002; Monk & Nemirovksy, 1994; Thompson, 1994). The teaching strategies in calculus have become merely list of procedures to follow and results only in practicing usual routine in algebraic manipulations. Weaker students get frustrated easily over the manipulations required in calculus (Tucker & Leitzel 1995). Students expect a lengthy algebraic solution for problems which is common in calculus (Gordon, 2004). In teaching calculus, teachers focus more on the procedures rather than understanding of the underlying concepts (Zachariades et al., 2007). According to Axtell (2006), teaching calculus using the traditional approach fails to help students understand the basic concepts of calculus. Gordon (2004) and Axtell (2006) concluded that the calculus curriculum should be improved by focusing on the conceptual understanding of calculus in particular, balanced with the use of graphical, numerical, algebraic and verbal representation in the teaching and learning of calculus. Visualization and visual thinking is pertinent in improving the approaches in teaching calculus. Hughes‐Hallett (1991) stated that the equilibrium of the graphical, numerical and analytical method is necessary because it enhances understanding of calculus concepts. Gordon (2004) suggested that students choose the right tools such as the graphing calculators to assist in learning calculus and apply the balanced approach in solving problems. Business mathematics is mathematics used by commercial enterprises to record and manage business operations. Commercial organizations use mathematics in accounting, inventory management, marketing, sales forecasting, and financial analysis. Mathematics typically used in comerce includes elementary arithmetic, elementary algebra, statistics and probability. Business management can be done more effectively in some cases by use of more advanced mathematics such as calculus, matrix algebra and linear programming. Cooperative and Collaborative Learning Collaborative learning - is a method of teaching and learning in which students team together to explore a significant question or create a meaningful Knowledge. Cooperative learning - is a specific kind of collaborative learning where students work together in small groups on a structured activity. They are individually accountable for their work, and the work of the group as a whole is also assessed. Cooperative groups work face- to-face and learn to work as a team. Think-Pair-Share It is a cooperative discussion strategy developed by Frank Lyman and his colleagues in Maryland. It gets its name from the three stages of student action, with emphasis on what students are to be DOING at each of those stage. 1) Think. The teacher provokes students' thinking with a question or prompt or observation. The students should take a few moments (probably not minutes) just to THINK about the question. 2) Pair. Using designated partners, nearby neighbors, or a desk mate, students PAIR up to talk about the answer each came up with. They compare their mental or written notes and identify the answers they think are best, most convincing, or most unique. 3) Share. After students talk in pairs for a few moments, the teacher calls for pairs to SHARE their thinking with the rest of the class. Thank you very much for listening!