By: Erica Wetzel. SKILL AND DRILL PRACTICE MATH COMPREHENSION STRATEGIES.
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Transcript of By: Erica Wetzel. SKILL AND DRILL PRACTICE MATH COMPREHENSION STRATEGIES.
Does teaching mathematical skills in a skill and drill way hurt students?
Does teaching mathematical skills in a skill and drill way hurt students?
Does teaching math using skill and drill hurt students?
Yes, however many teachers were not taught the real math
concepts, instead they were taught by skill, therefore they do not fully understand the concepts
needed to teach them.
Yes, because drill does not develop meaning. Repetition does
not lead to understanding.
Yes, if teachers continue to use skill and drill, as well as rote
memorization with no connections to other mathematical concepts,
our students will grow up with limited mathematical
understanding.
Teachers in America do not regularly use cognitive
thinking when applying and teaching mathematical
concepts.
Teachers in countries that do well in math assign their
students challenging mathematics problems,
therefore they do not look for easy questions for their
students, unlike American teachers.
In high scoring countries teachers use active
questioning and dialogue to help students see and
understand the connections among mathematical
concepts.
Throughout the United States teachers tend to focus on low-level skills and rarely address mathematical relationships.
Teaching Math in America Compared to Other Countries
What are the Best Practices in Teaching Math ?
We, as educators, can no longer teach math the way we were taught using skill and drill and rote memorization.
Research has shown students need the opportunity to discover, analyze, and make connections when learning about mathematical concepts.
Research Based Curriculum
The Common Core Standards are designed based on what research has proven most effective . The kindergarten class this year is the first
class to no longer be taught under the Indiana State Standards. We must begin to analyze how our math instruction will change to prepare
our students for the National Common Core Standards.
What are some practical ways to combine mathematical concepts, including questioning, with
comprehension?
• Use the mathematical language in your classroom as often as possible.
• Incorporate visuals that reinforce the math vocabulary concepts.
• Model thinking like a mathematician aloud.
• Have high expectations regarding what the students are to do.
Bibliography Crespo, S. (2003). Learning to pose mathematical problems: exploring change in preservice teachers’ practices. Educational Studies in Mathematics,
243- 270. Grouws, D.A. and Hiebert, J. (2007). Effective teaching for the development of
skill and conceptual understanding of number: what is most effective?
National Council of Teachers Mathematics. Retrieved from http://www.nctm.org/news/content.aspx?id=8448 Hyde, A. (2007). Mathematics and cognition. Association for Supervision and Curriculum Development, 43-47. Shriki, A. (2009). Working like real mathematicians: developing prospective
teachers’ awareness of mathematical creativity through generating new concepts. Professional Development Collection. doi: 10.1007/s10649-009- 9212-2
Zemelman, S., Daniels, H., Hyde, A. (2005). Best practice today’s standards for teaching and learning in america’s schools.
Retrieved from http://www.heinemann.com/shared/onlineresources/E00744/sample.pdf