Math
Math is a difficult subject for many people, students and teachers alike. Students often
question why they need math because they believe they will never use it later anyway. It has long
been known to cause anxiety in many students and teachers, (Scarpello, 2010). Lack of
confidence in the ability to succeed in math is the root of much of this. Sadly, it has been shown
that early math performance is a good indicator of success in math in later years, (Lee, Moon, &
Hegar, 2011). If students do not get a good foundation in math in the early grades, they will often
struggle with math throughout the rest of their schooling through postsecondary education. As
an elementary math teacher, my goal is to give my students a solid foundation in math, answer
their questions about the purpose for math, and change their response of fear to one of
excitement and anticipation. The lesson plan submitted with this essay is an example of how I
approach teaching math with my students to instill confidence and success.
In order to teach math, educators need to know the subject and be confident in it
themselves, (Sarama & Dibiase, 2004). The reminds me of the saying that you can’t give what
you don’t have, and this is certainly true when teaching math. Students pick up what teachers
project, so having confidence in one’s skills and abilities in math is essential. When I taught this
lesson, I came to the class with a love for math and exuberance for the subject. I was also very
confident in my ability to teach the subject and was organized with the proper manipulatives if
needed. While the lesson was meant to be a review before they moved on to the next subject, I
was able to catch some errors in their understanding and used the large Judy clock to help them
see their misconceptions.
Math is a subject that takes time and practice to acquire a solid understanding of the
concepts, (Schwartz, 2006). Many students dread the lesson and see it as useless endless
homework to do. While it may not be fun, without the practice, students cannot master the
concepts. One instructional strategy that is helpful when teaching math concepts is the use of
scaffolding to build on what students have already learned. This supports students’ learning and
helps them to gain independence, (Cole & Wasburn-Moses, 2010). When independence is
gained, confidence is built.
The use of manipulatives, calculators, and computers is another important instructional
strategy that needs to be used skillfully. When used appropriately, it can aid in the understanding
of mathematical concepts. The use of manipulatives helps students form internal representations
and understand mathematical concepts, (Puchner, Taylor, O’Donnell, & Fick, 2008). In my
lesson plan, I used manipulatives to help the students see the difference between the hour and the
half hour, and to see which number to look at when when deciding if it is 12:30 or 1:30. The
students needed to see this to understand it.
One of the most important aspects of teaching math is connecting it to real world
situations and applications. Reviewing basic math concepts by connecting it students lives helps
to give greater understanding and purpose, (Scarpello, 2010). It is my hope that allowing them to
explore the wonderful phenome of math around us will give them the understanding of why we
learn math in the first place. The lesson on time is relevant as students’ lives are scheduled from
the time they wake up in the morning until they go to bed at night. Meals, school, and after
school activities all have set times.
References
Cole, J. E., & Wasburn-Moses, L. H. . (2010). Going Beyond “The Math Wars.” Teaching
Exceptional Children, 42(4), 14–20. https://doi-org.ezproxy.uas.alaska.
edu/10.1177/004005991004200402
Lee, J., Moon, S. & Hegar, R. (2011). Exploring gender gaps in mathematics achievements
within and between ethnic groups. Child Indicators Research, 4(3), 353–368.
doi:10.1007/s12187-010-9088-9
Puchner, L., Taylor, A., O’Donnell, B., & Fick, K. (2008). Teacher Learning and Mathematics
Manipulatives: A Collective Case Study About Teacher Use of Manipulatives in
Elementary and Middle School Mathematics Lessons. School Science & Mathematics,
108(7), 313–325. https://doi-org.ezproxy.uas.alaska.edu/10.1111/j.1949-8594.2008.
tb17844.x
Sarama, J., & Dibiase, A.-M. (2004). The professional development challenge in preschool
mathematics. In D. H. Clements, J. Sarama, & A.-M. DiBiase (Eds.), Engaging young
children in mathematics: Standards for early childhood education (pp. 415-446).
Mahwah, NJ: Lawrence Earlbaum.
Scarpello, G. (2010). Tips for Teaching Math to Elementary Students. Education Digest, 76(3),
59–60. Retrieved from https://egan.ezproxy.uas.alaska.edu/login?url=http://search.
ebscohost.com/login.aspx?direct=true&db=eft&AN=504471064&site=ehost-live
Schwartz, A. E. (2006). Learning Math Takes Attitude, Perseverance, and Courage. Education
Digest, 71( 7), 50–54. Retrieved from https://egan.ezproxy.uas.alaska.edu/login?url=
http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=504152704&site=ehost
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