Concept-Rich Mathematics Instruction: Building a Strong by Meir Ben-Hur

By Meir Ben-Hur

Have you questioned why scholars too frequently have just a rudimentary knowing of arithmetic, why even wealthy and intriguing hands-on studying doesn't regularly bring about "real" studying of latest options? the reply lies in even if scholars have really realized mathematical options, instead of in simple terms memorizing proof and formulation.

Concept-Rich arithmetic guide is predicated at the constructivist view that options will not be easily proof to be memorized and later recalled, yet really wisdom that newcomers increase via an lively strategy of adapting to new reviews.

The teacher's position is important during this technique. whilst academics steered scholars to mirror on their reviews and document and solution questions verbally, scholars needs to reconsider or even revise their thoughts of reality.

Meir Ben-Hur bargains professional counsel on all elements of Concept-Rich arithmetic guideline, including
*Identifying the middle techniques of the maths curriculum.
*Planning educational sequences that construct upon strategies that scholars already understand.
*Designing studying reviews that impress considerate discussions approximately new ideas and get ready scholars to use those suggestions on their own.
*Identifying pupil mistakes, relatively these attributable to preconceptions, as very important assets of data and as key educational tools.
*Conducting school room dialogues which are wealthy in substitute representations.
*Using various formative overview tips on how to display the kingdom of scholars’ studying.
*Incorporating problem-solving actions that galvanize cognitive dissonance and improve scholars' cognitive competence.

Concept-Rich arithmetic guide is grounded within the trust that each one scholars can learn how to imagine mathematically and resolve difficult difficulties. if you are trying to find a strong technique to enhance scholars' functionality in arithmetic and movement towards gratifying the NCTM criteria, glance no additional: this method offers the construction blocks for developing a firstclass arithmetic application.

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Additional info for Concept-Rich Mathematics Instruction: Building a Strong Foundation for Reasoning and Problem Solving

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Questions that involve comparing experiences, grouping them, generalizing common ideas from such comparisons, and anticipating future experiences based on such generalizations make the decontextualization possible. Such questions may not be raised in the learners’ minds without the teacher’s mediation. It is teachers who ask students to look back when they are looking forward, to anticipate when they are fixated with a past or present experience, to compare an individual expe­ rience with other experiences when they may be content with an episode, and to look into the experiences of their classmates when they are complacent with their own.

Meaning: Encapsulating a Generalization in Words Students must learn to define concepts and elaborate upon them in their general form. They must learn to encapsulate their con­ ceptual understanding in words and symbols. The cognitive process that involves encapsulation in words and symbols of a new meaning that is derived from a multitude of experiences, comparison, and decontextualization is complex and requires careful teacher mediation. 9). Independent learning does not necessarily result in concep­ tualization.

Students do not “forget” their miscon­ ceptions when they are presented with formal concepts. They first understand mathematics from their misconceived per­ spective, and as they progress they gradually refine and reor­ ganize their knowledge. ” Constructivists may consider as mis­ conceptions those false ideas that students develop because of careless instruction that are not altered in subsequent learning. For example, consider the case of 3rd grader Kevin, who thought that right angles were always made up of horizontal and vertical lines.

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