It Does Matter How We Teach Math

Autor/in	Rodrigues, Kathleen J.
Titel	It Does Matter How We Teach Math
Quelle	In: Journal of Adult Education, 41 (2012) 1, S.29-33 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-4244
Schlagwörter	Thinking Skills; Teacher Effectiveness; Experiential Learning; Adult Learning; Andragogy; Teaching Methods; Creativity; Best Practices; Critical Thinking; Cognitive Development; Adult Education; Mathematics Anxiety; Adult Students; Curriculum Design; Context Effect; Mathematics Instruction; Student Needs; Learning Motivation; Learning Theories + Suchen Sie Ihr Suchwort? Denkfähigkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Experiental learning; Erfahrungsorientiertes Lernen; Adulte education; Adult training; Erwachsenenbildung; Andragogics; Andragogik; Teaching method; Lehrmethode; Unterrichtsmethode; Kreativität; Kritisches Denken; Kognitive Entwicklung; Adult; Adults; Education; Adult basic education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Lehrplangestaltung; Mathematics lessons; Mathematikunterricht; Motivation for studies; Lernmotivation; Learning theory; Lerntheorie
Abstract	This paper describes application of innovative practice and procedures in relationship to recognized principles and theory of adult education used in college math instruction. Adult learning principles provide the theoretical constructs and foundation of the practice supporting a learner-centered approach to learning. The purpose was to explore the needs of learners and the learning contexts that would help them achieve higher dimensions of critical thinking and cognitive development. Based on Knowles' six assumptions of andragogy, curriculum was designed to provide college math students meaningful learning experiences, critical thinking skills, and application within the context of the classroom. Creativity and hands-on learning proved to be beneficial not only to tactile and kinesthetic learners but to others in the classrooms as well. Additionally, math anxiety is addressed and how such anxiety can and does have a debilitating impact on learning math in the classroom. Using adult learning principles and best practices in undergraduate math education, keys to opening the door for student success are application, recognizing math anxiety in students, creativity, hands on learning, and incorporating characteristics of effective teachers. (As Provided).
Anmerkungen	Mountain Plains Adult Education Association. c/o Adult Learning Center, 815 Front Street, Helena, MT 59602. Tel: 406-324-2118; Web site: https://www.mpaea.org/?page=publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10