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Based, Culturally Responsive And Universally Designed Practices To Differentiate Math Instruction

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1. Use a range of research-based, culturally responsive, and universally designed practices to differentiate mathematics instruction. Many students struggle with math and have difficulties understanding the concepts that are associated with mathematics. Common difficulties include difficulties understanding the language of math, understanding numbers, counting, patterns, algebra, geometry, and procedural operations. (Salend, 2016, pg ??) There are many strategies that teachers can use to help students who are struggling to understand math. The textbook suggests the use of progress monitoring, hands-on engaging and interactive curriculum, the use of explicit instruction, and the use of models and examples to help students who are having difficulties …show more content…

Many of the same strategies that work for differentiating math and social studies instruction can be applied to differentiating science. When choosing texts, teachers should choose texts that students can understand as well as explain important concepts and main ideas. Texts should include examples and visuals. For example, a concept such as the water cycle can be shown in a visual, so students can visualize the different parts of the cycle and the order they go in. Science teachers should also teach academic language that relate to the content so students will be familiar with the language during instruction. For science, the use of visuals, modeling, and demonstrations are very important. The use of discovery learning and hands on activities is also very important in science. The use of experiments allow students to interact with the content and to discover what happens in an experiment. Instead of students just hearing or reading about a concept, seeing it come to life in a hands on experience can be very motivating as well as benefit their learning. The use of collaborative learning can also help differentiate instruction. Students can work together and help each other learn complex concepts as well as work on experiences and projects together. Technology can also be used to differentiate science instruction. For example, students can do experiments digitally, such as dissecting a frog digitally. This allows students to gain the knowledge from the online simulation without having to dissect a real

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Guided Practice PERFORMANCE TASK(S): The students are expected to learn the Commutative and Associative properties of addition and subtraction during this unit. This unit would be the beginning of the students being able to use both properties up to the number fact of 20. The teacher would model the expectations and the way the work is to be completed through various examples on the interactive whiteboard. Students would be introduced to the properties, be provided of their definitions, and then be walked through a step by step process of how equations are done using the properties.

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“One thing is certain: The human brain has serious problems with calculations. Nothing in its evolution prepared it for the task of memorizing dozens of multiplication facts or for carrying out the multistep operations required for two-digit subtraction.” (Sousa, 2015, p. 35). It is amazing the things that our brain can do and how our brain adapt to perform these kind of calculations. As teachers, we need to take into account that our brain is not ready for calculations, but it can recognize patterns.

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Math is often one of the hardest subjects to learn. Teachers know rules that can help students, but often they forget that those rules become more nuanced than presented.

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-Students’ motivation and meaningful learning in primary science and technology According to Brady (2008), young children usually show an innate attraction towards science and technology. As teachers, we should take advantage of that innate attitude and develop age-appropriate experiences in order to make science come alive in unique and meaningful ways for children. However, the latest science literary NAP report conducted by the NSW Education Standards Authority (2015) reflects that even though most students show interest in learning new aspects of science, many of them do not relate science to their daily lives. In other words, they are not able to assess information accurately when making decisions in the real word.

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They should develop positive attitude towards mathematics and to recognise the importance of mathematics in their own lives and to society. 1.2 Analyse philosophical issues relating to education and training in own specialist area The main issue in my own area is national numeracy level. Numeracy skills have got worse in the past years not

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They use whiteboards to show their work during lessons. I encourage students to act out and draw word problems to help them understand. However, an area I can do better is making the time to incorporate children’s books, and utilizing tools, videos, and manipulatives to support my instruction for all students. In addition, I will incorporate visual vocabulary cards with my math instruction to help students understand the

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Research in mathematics education provides important information regarding the processes involved in effectively teaching and learning mathematics. According to Even (2003, 38) improving the mathematics teaching and learning has always been the overarching goal of researchers in the field. By researching mathematics in the context of learning and teaching, it can impact both students and teachers and strengthen the understanding of mathematics education. While investigating the study of mathematical thinking and its growth to contribute to the understanding of human development as well as to the practice of learning and teaching mathematics, Anna Sfard wrote a highly controversial academic research monograph, “Thinking as Communicating:

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In practice, science is conducted in interdisciplinary teams, and I will offer students experiences in collaborative problem solving to bolster confidence in their knowledge and will allow them to absorb significantly more information. Students that take learning into their own hands not only retain knowledge but actually understand concepts and research more than with traditional, instructor-centered teaching. Therefore, I envision my courses being a mix of teaching approaches, with some formal lecture, scientific writing, scientific analysis, discussion groups, presentations, and hands-on activities. I firmly believe in incorporating current research topics into lectures and discussions to show real world applications and how research evolves over time. It also will allow students to be involved in the scientific process of critically examining others’ work and developing their own research questions and hypotheses.

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In conclusion, teaching methods, learning environment, education policy, attitudes towards math and other factors influence Chinese students and American students’ performance in math. There are certainly some aspects that America should learn from China in math teaching. Firstly, math teachers in America should take responsibilities to enhance their own qualification in math teaching. Secondly, a proper math standard should be discussed and decided on curriculum reform to make sure schools in the United States have the same goal to reach. Thirdly, American students should realize “mathematical capability is a key determinant of productivity in the society”.

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With decades of research, it came to a conclusion that not all students learn the same way. Jeremy Roschelle is co-director of the Center for Technology in Learning at SRI International. In his research, he examines the classroom use of innovations that enhance learning difficult ideas in mathematics and science. Chad Lane has a Ph.D. and M.S. in computer science and wants to create educational technology that will compelling and engaging.

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Recent studies show that sixty percent of these students are going in a different direction in their studies because the math is too hard. Additionally, Americans are asking what is “Japan” doing different in regards to teaching math? Where Japan students excel in math and the U.S. is lingering behind. One concept as to this problem is that students are not receiving “a good foundation in math”.

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