It sounds like you offer your students a great amount
of self-learning and self-disciplining techniques. I
always use a reflective journal. Sometimes I have them
write some consider some prefacing questions on a
newly introduced lesson.
--- Janet von Stein <email@example.com> wrote:
> My students are paired at all times. (I have tables
> for 2) Sometimes they
> work in groups of 3-4. I encourage them to ask each
> other for help before
> they ask me (I like the ask 3 before me approach).
> Communication between
> students is very "telling". I like to go around and
> listen as one student
> explains to another. If they can clearly explain
> something to another
> student they reinforce their own understanding. I
> have my students keep
> math journals and frequently use exit reflections at
> the end of a lesson.
> This is another opportunity to get an inside view of
> their understanding. I
> can often get to the heart of misconceptions by
> listening to a student.
> Working in a group where they have to justify their
> results prepares them
> for the work place when they may have to work as a
> group and convince their
> group members. I also think it is vital that
> students see connections to
> the real world for application of the mathematics.
> Pointless algebraic
> manipulation serves no purpose. Some students are
> very adept at it but
> haven't a clue as to how a
> linear/quadratic/exponential or logrithmic
> equation relates to a real world situation. We talk
> "ALOT" about what kind
> of model would fit the data.
> My overarching theme is How Can The Study of
> Mathematics Help To Make Sense
> of My World? & What Do Mathematicians Study?
> Patterns and Statistics are
> primary to their study in 9th Grade math.
> ----- Original Message -----
> From: "O'Hares" <firstname.lastname@example.org>
> To: "O'Hares" <email@example.com>; "Discussion list
> for TEACHING MATH,
> GRADES 9-12" <firstname.lastname@example.org>
> Sent: Monday, April 04, 2005 6:38 AM
> Subject: Discussion Question 2 -
> [Channel-talkmathhs] Teaching Math grades
> > DQ1: From Session 1 - Questions to write and
> > about:
> > What types of mathematical communication are you
> > interested in trying in your own classroom? How
> > you go about doing that? What are you hoping to
> > from this work?
> > Liz's Response: I would like to teach that there
> > patterns everywhere and statistics that help us
> > understand these patterns. I think realistic
> > activites involving banking and sales experiments
> > using computers and technology can help me teach
> > these. This type of learning will encourage
> > multi-faceted communication, including student to
> > cyberspace and back, and help break away from the
> > instructor-led only model.
> > __________________________________
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Received on Wed Apr 6 09:20:30 2005