A Line Of Questions To.Discuss.How.9 11 Affected.You Teaching High School Mathematics in the 21st Century

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Teaching High School Mathematics in the 21st Century

The latter years of the 20th century saw the development, in many countries, of universal secondary education. This means that all students, regardless of their ability or interest in Mathematics are obliged to continue learning Mathematics until the end of their high school education.

In the past, students graduating from high school Mathematics classrooms were, for the most part, “Maths-Logical” thinkers. This means that the “Chalk and talk” and multiple practice exercises approach of the pedagogue is working for those students. However, for all students attending high school, their learning styles do not work with traditional pedagogues. This means that the teaching of Mathematics pedagogues must change. In addition, there is a need for many changes in the syllabus to bring the syllabus in line with modern developments in Mathematics, especially with the advent of computer technology. To further complicate the issue, if a teacher uses a different pedagogue, the teacher should use an assessment process that reflects that pedagogue.

This means that my teaching pedagogue must expand to take care of all my students as well as the requirements of modern syllabuses in Mathematics.

Below is how I tried to make Mathematics more attractive to my students at the beginning of the 21st century. There are fourteen strategies that I use to help students who want to be fully engaged in their Math development.

My student-centered strategies are:

1. Math should be fun, relevant, and relevant to life.

I use strategies such as a fun quiz, real-life questions, easy to difficult challenges, questions in unfamiliar contexts and quick quizzes to name just a few. strategy.

2. I try to teach Mathematics the way I want to be taught, not the way I was taught.

Remember how you were always bored in “Maths” classes and you couldn’t see the relevance of Mathematics in your life. Don’t let your students feel that way.

3. I use a variety of teaching strategies to match the topics I teach.

Don’t let Mathematics become “chalk and talk” and practice lots of exercises. Use technology, cooperative learning techniques, hands-on material, practical lessons, quizzes and any other strategies that take into account the different learning styles of your students. Then explore each topic in a way that reflects your teaching style.

4. I often use my students as assistant teachers.

I always use my more able students as tutors in their areas of expertise. Maybe I need to give them some teacher training but I find that some students react well to their help and progress faster. The important thing about the mentor’s words is that they are in the student’s language. This enables the less able student to understand more easily.

5. I begin to develop every skill I can in all my students, regardless of their talent in Mathematics.

The greater the variety of skills I can teach my students, the greater their chances of success in the long term. These skills may include estimating, planning, how to evaluate effectively as well as how to best determine the solution to a problem.

6. I work hard to help students develop their own understanding of Mathematics, not just to adopt my understanding.

In other words, I introduce the value of ‘Constructivism’ in my teaching.

My teacher-centered strategies are:

7. I teach Mathematics by Stealth.

The quiz is an example of a way to do learning by stealth. It seems to be more fun than learning Mathematics for many students.

8. Teaching Mathematics should be challenging, exciting and fun for you, the teacher. For me.

I am looking for real life examples to use in my teaching and assessment. I include short problem solving/critical thinking exercises in each lesson. It doesn’t have to be difficult every time. For difficult examples, I slowly give students clues.

9. I will experiment with new teaching methods, and then evaluate their success, review the method, plan a new version and try again.

I introduced new teaching strategies to my program and perfected them in the review process. These different strategies cater to the different learning styles of students. Also, they add new and interesting teaching challenges for me, as a teacher.

10. Working with elementary and middle school classes allows me the flexibility to experiment with new teaching and assessment methods at my disposal.

This is because the assessment results of these years are used to rate students internally rather than externally. If a new type of assessment task doesn’t work the first time, then I change it and try the assessment task again. The original assignment may have provided a great learning experience instead of a valid assessment task for your students.

11. I share my successes and failures with your colleagues.

This process has been informal professional development for me and my colleagues. Sometimes a more experienced partner will show me where I went wrong and how I can overcome the disaster in the future.

12. I will model out loud to my classes what I think about a problem as I create a solution to the problem on the whiteboard.

Sometimes I follow a path that I know will fail. I don’t call that a failure but a learning experience for my students. Being a “perfect” problem solver often discourages students who believe they can’t match what you’re doing. Usually, I incorporate, in my modeling, any ideas that come into my mind that I reject. I explained why I rejected those ideas. I will model several different solutions or approaches as time permits. If a student comes up with a different but correct math solution, I want them to present it to the class.

13. I challenge myself to help students who want to attend Mathematics lessons.

I try to develop a personal mindset that helps me develop the lessons I like to give to my students. It means I want to be there too.

14. I include the use of graphic calculators and computer software as much as possible.

Students, today, are computer users. They have a good relationship with technology. The beauty of technology is that the teacher can visually show many examples of what is being discussed using computer software or graphics calculator applications projected on a screen. Understanding comes faster than the pen on paper strategies of the past.

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