Many math lessons follow a very traditional format that is not conducive to learning. Here’s how I see one unfolding.
As a way to learn mathematics, this lesson format is inefficient and unsuccessful for many, if not most, students. They learn little, but soon become convinced that mathematics is difficult, boring and they are not good at it.
Over 25 years of research on how students learn has made it clear that students learn best by solving problems and being actively involved in the learning process. Active involvement does not just mean working with geoboards, pattern blocks, algebra tiles, etc. (which are excellent tools to introduce concepts) but also requires active mental involvement.
So, why is there so little active involvement in math classes?
New methods of teaching which include the learner as an active participant in the learning process may be more demanding on some of us as we can no longer follow a prepared script from the textbook resources. Encouraging students to investigate problems and ask questions can be threatening, as it requires us to have a sound knowledge of the math content. In addition, supporting student learning by asking questions rather than simply explaining the concept or algorithm is challenging.
Here is one possible lesson format to encourage active involvement.
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The most valuable aspect of using this method or a variation is that lessons become more enjoyable for the teacher and a much more exciting and rewarding learning experience for the students. The ensuing enthusiasm for learning is infectious!
Jim Mennie
Jim Mennie is the driving force behind Root 7 Educational Services (root7.ca), a company dedicated to improving mathematics education by providing high-quality math resources that are easy to use and easy to incorporate into lessons and unit plans. Root 7 also offers workshops, information and assistance to teachers, students and parents. Jim has nearly fifty years experience in mathematics education having taught math at all levels from grade five through AP Calculus to university courses; presented workshops, in-service courses and at conferences; written and edited textbooks and resources; and worked as a consultant in Canada and overseas. Jim can be contacted through his website or directly at jimmennie@gmail.com.
This article is from Canadian Teacher Magazine’s Nov/Dec 2013 issue.