Dominican University of California
 

Oral Presentations - Guzman 202

Location

Guzman 202

Start Date

4-23-2015 6:00 PM

End Date

4-23-2015 6:15 PM

Department

Education

Student Type

Graduate

Faculty Mentor

Madalienne Peters

Presentation Format

Oral Presentation

Abstract/Description

Math instruction offers both challenges and rewards to students. The standards movement has brought positive outcomes to education. However, teachers are restricted by the specific and mandatory Common Core State Standards in mathematics. Teachers tend to focus on transmission of knowledge, rather than building deep knowledge using a constructivist approach to mathematics. Students’ creativity and problem-solving skills are not activated with common teaching practices. When students are engaged in mathematics they are recognizing patterns, making connections on their own, coming up with creative solutions, and discussing mathematical ideas with peers and adults. The purpose of this study is to find existing strategies that engage students in these practices and develop a deeper understanding and appreciation of mathematics. The review of the literature explores the history of the development of standards surrounding mathematics (Zadina, 2014). It focuses on successful alternative methods in math education that engage students in math practices (Lau, Singh, & Hwa, 2009). The research concerning cognitive development indicates that these strategies are successful in teaching mathematics to adolescents (Laster, 2008).

This is a teacher action research study. The participants are a group of twenty-eight 12 and 13-year-olds from lower and middle class families, some of whom are currently resistant to mathematics. Student pre- and post-test scores and their survey results will be analyzed to evaluate the effectiveness of those strategies on the participants’ understanding and appreciation of mathematics.

References:

Beckmann, S. (2010). From the common core to a community of all mathematics teachers. Mathematics Education Student Association.

Lau, P., Singh, P., & Hwa, T. (2009). Constructing mathematics in an interactive classroom context. Educational Studies in Mathematics, 72(3), 307-324.

Zadina, J. (2014). Multiple pathways to the student brain: Energizing and enhancing instruction. San Francisco, CA: Jossey-Bass.

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Apr 23rd, 6:00 PM Apr 23rd, 6:15 PM

Building Depth of Understanding in and Appreciation of Mathematics Based on Adolescent Brain Research

Guzman 202

Math instruction offers both challenges and rewards to students. The standards movement has brought positive outcomes to education. However, teachers are restricted by the specific and mandatory Common Core State Standards in mathematics. Teachers tend to focus on transmission of knowledge, rather than building deep knowledge using a constructivist approach to mathematics. Students’ creativity and problem-solving skills are not activated with common teaching practices. When students are engaged in mathematics they are recognizing patterns, making connections on their own, coming up with creative solutions, and discussing mathematical ideas with peers and adults. The purpose of this study is to find existing strategies that engage students in these practices and develop a deeper understanding and appreciation of mathematics. The review of the literature explores the history of the development of standards surrounding mathematics (Zadina, 2014). It focuses on successful alternative methods in math education that engage students in math practices (Lau, Singh, & Hwa, 2009). The research concerning cognitive development indicates that these strategies are successful in teaching mathematics to adolescents (Laster, 2008).

This is a teacher action research study. The participants are a group of twenty-eight 12 and 13-year-olds from lower and middle class families, some of whom are currently resistant to mathematics. Student pre- and post-test scores and their survey results will be analyzed to evaluate the effectiveness of those strategies on the participants’ understanding and appreciation of mathematics.

References:

Beckmann, S. (2010). From the common core to a community of all mathematics teachers. Mathematics Education Student Association.

Lau, P., Singh, P., & Hwa, T. (2009). Constructing mathematics in an interactive classroom context. Educational Studies in Mathematics, 72(3), 307-324.

Zadina, J. (2014). Multiple pathways to the student brain: Energizing and enhancing instruction. San Francisco, CA: Jossey-Bass.