Sharing Teaching Ideas: Dry-Erase Boards for Students' Responses to Classroom Exercises

1996 ◽  
Vol 89 (9) ◽  
pp. 724
Author(s):  
Scott M. Clare
Keyword(s):  
Critical Thinking ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematics Discourse ◽  
Spot Check ◽  
Pencil And Paper ◽  
Teaching Ideas ◽  
Answering Questions

Encouraging all students to participate in critical thinking and generating mathematics discourse among students are important goals set by the NCTM's Professional Standards for Teaching Mathematics (1991). Johnson (1982, 8-16), in a chapter titled “The Art of Questioning,” encourages teachers to involve all students in answering questions and classroom exercises. He has his students work a problem with pencil and paper, and he then walks around to spot-check the work of each student.

“But It’s So Random!”: A Versatile Constrained Creativity Exercise for Application of Business Topics

2021 ◽  
pp. 237929812110325
Author(s):  
Ofer Meilich ◽  
Emmeline de Pillis
Keyword(s):  
Critical Thinking ◽  
Strategic Management ◽  
Group Discussions ◽  
Answering Questions

In this exercise, participants create a fictional business based on a set of randomly generated words. This challenge requires participants to exercise creativity, while reinforcing the business concepts learned in class. The exercise has four steps: (1) generating a prompt of three random words, (2) designing a fictional business based on this prompt, (3) answering questions applying the concepts being taught, and (4) making presentations and discussion. The exercise is followed by a debrief that includes group discussions and critical thinking activities. We illustrate the exercise with examples from a strategic management course. The exercise can be applied in a variety of topics in business and organizations, student levels, and modes of instruction. Students report that the exercise is challenging, enjoyable, and effective in increasing understanding of the concepts taught.

Using Gamification to Improve Literacy Skills

2022 ◽  
pp. 289-301
Author(s):  
Jamie Mahoney ◽  
Kristina M. Buttrey
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Learning Process ◽  
Learning By Doing ◽  
Literacy Skills ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Pencil And Paper ◽  
Delivery Style ◽  
Tools And Methods

Students in the 21st century are learning by doing and playing. Teachers need to incorporate technology into everyday tasks. Games assist students in the learning process. Once students have learned a task through the playing process, they will remember this much easier and longer than simply doing a worksheet. Research shows students enjoy interactive and engaging activities and will choose these types of activities over pencil and paper types of activities. Teachers must prepare students for the future which involves more critical thinking and technological types of skills. Traditional teaching methods and styles have underused technology tools and pedagogical methods. The 2020 Covid pandemic and remote learning delivery style assisted teachers in developing new tools and methods to reach and teach all students with various and diverse needs.

Implementing the Professional Standards For Teaching Mathematics: Teachers Building on Students' Thinking

1992 ◽  
Vol 39 (7) ◽  
pp. 32-37 ◽  
Author(s):  
Carolyn A. Maher ◽  
Amy M. Martino ◽  
Susan N. Friel
Keyword(s):  
Learning Environments ◽  
Mathematics Teachers ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematical Learning ◽  
New Vision ◽  
Insight Into

Teaching mathematics from the perspective of developing in students “mathematical power” (NCTM 1989) requires the building of a new vision for learning that focuses on thinking and reasoning. This endeavor draws on many complex and interrelated domains of knowledge. The reasons some teachers are more successful than others in facilitating thoughtful mathematical learning environments are varied and intricate. Perhaps a look at classroom sessions in which students are thoughtfully engaged in doing mathematics might lend further insight into what it means to pay attention to the thinking of students as they are engaged in doing mathematics and what it means to build on students thinking. (For a discussion of what is meant by doing mathematics, see Davis and Maher [1990] and Maher, Davis, and Alston [1991a].)

Implementing The Professional Standards For Teaching Mathematics: Making Change in Schools

1993 ◽  
Vol 40 (5) ◽  
pp. 286-289
Author(s):  
Jeanette H. Gann
Keyword(s):  
Professional Standards ◽  
Teaching Mathematics

The Editorial Panel welcomes readers' responses to this article or to any aspect of the Professional Standards for Teaching Mathematics for consideration for publication as an article or as a letter in “Readers' Dialogue.”

IMPLEMENTING THE “PROFESSIONAL STANDARDS FOR TEACHING MATHEMATICS”: The Role of Reflection in Teaching

1992 ◽  
Vol 40 (1) ◽  
pp. 40-42
Author(s):  
Lynn C. Hart ◽  
Karen Schultz ◽  
Deborah Najee-ullah ◽  
Linda Nash
Keyword(s):  
Teaching Practices ◽  
Professional Standards ◽  
Teaching Mathematics

I do not believe it b possible for teachers to change their teaching practices if those practices arc not made the object of thought and consideration.

Do the Standards Go Far Enough? Power, Policy, and Practice in Mathematics Education

1992 ◽  
Vol 23 (5) ◽  
pp. 412-431 ◽  
Author(s):  
Michael W. Apple
Keyword(s):  
Mathematics Education ◽  
Educational Reform ◽  
Mathematical Knowledge ◽  
Mathematics Curriculum ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Policy And Practice ◽  
Conservative Movement ◽  
Evaluation Standards

Although NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Standards for Teaching Mathematics (1991) are generating considerable interest, there has been little discussion of their ideological and social grounding and effects. By placing the Standards within the growing conservative movement in education, this paper raises a number of crucial issues about the documents, including the depth of the financial crisis in education and its economic and ideological genesis and results; the nature of inequality in schools; the role of mathematical knowledge in our economy in maintaining these inequalities; the possibilities and limitations of a mathematics curriculum that is more grounded in students' experiences; and the complicated realities of teachers' lives. Without a deeper understanding of these issues, the Standards will be used in ways that largely lend support only to the conservative agenda for educational reform.

Implementing The Professional Standards for Teaching Mathematics: Linking Teaching, Learning, and Assessment

1994 ◽  
Vol 41 (9) ◽  
pp. 550-552
Author(s):  
Jeane M. Joyner
Keyword(s):  
Learning Environment ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Other Information ◽  
Teaching Learning ◽  
Analysis Of Teaching

The sixth standard in the Professional Standards for Teaching Mathematics (NCTM 1991) focuses on analyzing and interconnecting teaching and learning. The standard calls for the analysis of teaching and learning to be ongoing by “[o]bserving, listening to, and gathering other information about students to assess what they are learning.” Teachers examine the “[e]ffects of the tasks, discourse, and learning environment on students' mathematical knowledge, skills, and dispositions.”

Animating Geometry with Flexigons

1994 ◽  
Vol 87 (8) ◽  
pp. 602-606
Author(s):  
Ruth McClintock
Keyword(s):  
Language Skills ◽  
School Mathematics ◽  
Professional Standards ◽  
Physical Models ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Evaluation Standards ◽  
Grade Levels ◽  
Conversation Piece

Viewing mathematics as communication is the second standard listed for all grade levels in the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989). This emphasis underscores the need for nurturing language skills that enable children to translate nonverbal awareness into words. One way to initiate discussion about mathematical concepts is to use physical models and manipulatives. Standard 4 of the Professional Standards for Teaching Mathematics (NCTM 1991) addresses the need for tools to enhance discourse. The flexigon is a simple and inexpensive conversation piece that helps students make geometric discoveries and find language to share their ideas.

Geometric Patterns for Exponents

1992 ◽  
Vol 85 (9) ◽  
pp. 746-749
Author(s):  
Frances M. Thompson
Keyword(s):  
Visual Stimuli ◽  
Professional Standards ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Geometric Models ◽  
Mathematical Ideas ◽  
Geometric Patterns

NCTM's Professional Standards for Teaching Mathematics suggests that “tasks that require students to reason and to communicate mathematically are more likely to promote their ability to solve problems and to make connections” with other mathematical ideas (1991, 24). Yet too frequently our classroom introductions to mathematics concepts and theorems demand little reasoning from students, leaving them unconvinced or with minimal understanding. Concrete, visual, or geometric models are seldom offered as aids, particularly when studying new numerical relations (Suydam 1984, 27; Bennett 1989, 130), even though many people depend heavily on visual stimuli for their learning, The challenge to the teacher is to select appropriate tasks and materials that will stimulate students to visualize and think about new mathematical concepts, thereby allowing them to develop their own understanding.

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