LE A D E R: G O ME Z, CL O D

LE D E SMA , R O X A N N E PA LM A , G I L
MA RI A N O , B ER N H A R D T
MI CH A EL A
MO RA N D A N TE , K Y LE
PA LO M E N O ,
PA RA N E, S O P H I A
GROUP 3
N I C O MED ES , S H I E LL A
O RA N D E , K LI ED
ISSUES AND CONCERNS
MET BY MATHEMATICS
TEACHERS
AND
LEARNERS
 THE DISCONNECT BETWEEN
SECONDARY SCHOOL MATHS AND
THE REAL WORLD
If students have little experience grappling with messy real-world situations and problems, and if
they can only apply mathematical procedures when problems are packaged in very familiar ways
like in a classroom, then why would we expect them to be numerate and be able to see, use and
apply maths in the world outside the classroom?

So a challenge is to use ways and approaches whereby we can engage our students in real world and authentic
numeracy tasks and activities. A key to being numerate is to be able to start from a real world problem or situation
and excavate the maths and formulate it as a mathematical problem to solve, as highlighted above. This implies we
need to take the students out into the real world to do some mathematical investigations, or alternatively bring the
real world into the math classroom.
 LACK OF AWARENESS AND
KNOWLEDGE ABOUT THE WAY TO
TEACH NUMERACY

Related to the above, because of this disconnect between

school maths and the real world, including the world of
work, the challenge for school teachers of maths is about
how to see and incorporate numeracy as an integral part
of their teaching.

Teachers need to teach students how to "read" and interpret the context
in which the maths is embedded, often in a physical object or in a
printed or digital format. Moreover, in teaching numeracy you need to
explicitly cover a range of different cognitive processes and
mathematical content areas, the use of appropriate tools and
representations, and the skills required to reason, argue, reflect and
evaluate and then communicate the results.
 CHEATING ISSUES
According to Melissa Kelly, in comparison to classes that
require students to write essays or generate thorough
reports, math is frequently reduced to problem solving. It
might be tough for a math teacher to tell if a student is
cheating or not.

There are some teachers who will show a student the incorrect
solution to a math problem and ask if the teacher did it
correctly. As a result, the teacher will know whether or not the
students understand what he performed. It also reveals whether
or not a student cheated.
 HAVING STUDENTS OF
DIFFERENT ABILITIES IN CLASS
Math teachers often have classes with students of varying ability
levels within the same classroom. This might result from gaps in
prerequisite knowledge or each student's feelings towards their own
ability to learn math

Teachers must decide how to meet the needs of the individual students in their
classrooms.
 PRIOR LEARNING
Math curriculum frequently builds on what students have studied in earlier years.
If a student lacks the required prerequisite knowledge, a math teacher must choose
between remediation and moving forward with material that the student may not
grasp.

Remedial education is a program that educational institutions use outside of the school
curriculum to improve low-achieving students' academic performance to the academic
year's expected standards. Students who have not met the required standards can enroll in
this learning and teaching program to catch up with their classmates
 THE VALUE OF "WORD"
PROBLEMS IN MATHS
Many traditional school-based mathematical word problems ignore and test students' ability to
make sense of the world, and only serve to remove students from the actual world and the utility
and worth of mathematics. As a result, it is crucial in the teaching of numeracy and mathematics
because a key value in mathematics is about how it relates to real-world objects, but word issues
commonly do the same.

Using authentic situations in numeracy activities and tasks helps encourage a more positive disposition towards solving
relevant and engaging maths problems, not irrelevant, word problems as can sometimes be met in school maths
classrooms. This issue of authenticity and word problems in mathematics education has been researched and
documented (e.g., see Palm 2006, 2008; Verschaffel et al., 2009; Stacey, 2015). Rather than utilizing typical word
problems like the ones mentioned above, we encourage students to undertake short, realistic mathematical exercises
like the type shown below used in PISA(Program for International Student Assessment).
 HOMEWORK ISSUES
Math subject requires daily practice and review to master a certain
topic or area underneath. Therefore, the completion of daily
homework assignments is essential to learning the material.
Learners who do not complete their homework or who copy from
other students often at test time. To deal with this issue it is often
very difficult for math teachers to solve it immediately and
properly.

Frequently, math teachers ask their students who have a hard time
answering the homework, or which of the following problem is giving a
hard time to answer. Therefore, math teacher will show again on how to
answer that problem and ask them which part of solving is giving a hard
time to them to understand.
ARITHMETIC WEAKNESS/MATH
TALENT
Some learning disabled students have an excellent grasp of math concepts,
but are inconsistent in calculating. They are reliably unreliable at paying
attention to the operational sign, at borrowing or carrying appropriately, and
at sequencing the steps in complex operations. These same students also
may experience difficulty mastering basic number facts.

Curiously, a portion of the understudies with these troubles might be therapeutic

number related understudies during the rudimentary years when computational
exactness is intensely worried, yet can proceed to join respects classes in higher
mathematical where their applied ability is called for. Obviously, these understudies
ought not be followed into low level auxiliary numerical classes where they will just
keep on showing these imprudent blunders and conflicting computational abilities
while being denied admittance to more elevated level math of which they are able.
Since there is significantly more to arithmetic than right-answer dependable
figuring, access the wide extent of math capacities and not judge insight or
comprehension by noticing just powerless lower level abilities. Regularly a sensitive
equilibrium should be hit in working with learning debilitated mathematical
understudies which incorporate.
https://www.mathnasium.com/www-mathnasium-keller?
fbclid=IwAR1WKlwEdCE9F8qYKUggTEnE973akNBSjiDecC4B9Orukpwotn7_AkKd
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https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/Pa
ges/research_connectionsbetweennumeracyandmaths_issues.aspx

http://www.ldonline.org/article/5896/

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