Social Norms In The Mathematics Classroom
Often enough teachers come into the education field not knowing that what they teach will affect the students in the future. This article is about how these thirteen rules are taught as ‘tricks’ to make math easier for the students in elementary school. What teachers do not remember is these the ‘tricks’ will soon confuse the students as they expand their knowledge. These ‘tricks’ confuse the students because they expire without the students knowing. Not only does the article informs about the rules that expire, but also the mathematical language that soon expire.
Especially, using talking circle to introduce new math topics would be an effective way to enhance students’ number fluency and get them comfortable with explaining their thought process by using students' prior knowledge. Talking circles could also be helpful to review materials before an assessment by discussing questions and answers with students as a group. By exploring different perspective of talking circle the teachers can best implement the discussion format in their classroom to help minimize stratified talk and support mathematics learning for all
In math gives students a chance to share different methods and angles for solving mathmatical equations. In english, students can analyse characters from different points of view. In every class, students will learn to work together efficiently to gather and organize ideas. Sadly, some students believe "it is a waste of time listening to peers compared to listening to teachers.
The sociological concept, social norms, is applicable to the content in the article “What is social construction?” written by Paul A. Boghossian because norms are socially constructed. Social constructionism only exists because people give things reality through social agreement. Social constructionism also requires a society and is based on that specific society, varying depending on the needs or values of that group of people. Norms are socially constructed expectations that effect individual’s behaviors and influence why people act certain ways depending on the context of the situation. Social norms could not possibly exist without the presence of a society.
Sociology has its unique continual fascination in that the social interactions between people never stop. Especially in a group, people tend to become assimilated and take on the behaviors and attitudes of the others even if they are passive. That is, people might not even realize social norms when they reach consensus on how to behave on a specific occasion. As a crucial component of culture, norms are usually ignored. For this reason, ethnomethodology is a practical approach in sociology to uncover social norms by disrupting which people take for granted to see how others react.
That’s the only way for them to learn during the time spent solving problems in a group”(Cazden, 2001, p.89). From listening to their peers, students not only learn how to solve a problem using a correct strategy, but also learn how to think critically as to whether others’ ideas are correct or not. Second, students can develop their talking skills mathematically and socially through sharing mathematical ideas in public (Lampert, Rittenhouse, & Crumbaugh, 1996). Current research evidence also indicates that students who are given opportunities
In this discussion, I would like to analyze two sets of STEM subjects: the common core standards of Mathematical Practices and the ISTE Standards, which are focused on technology. The ISTE Standards emphasize the competences needed for learning, teaching, and leading in the digital world, providing a roadmap for success in technology within schools. These standards ensure that achieving success in technology leads to impactful, sustainable, accessible, and equitable experiences for students in education. Similarly, the Mathematical Practices focus on the knowledge that mathematics teachers need to provide techniques that promote critical thinking and proficiencies with a long history in mathematics (National Governors Association, 2010).
First of all, both teachers started with a method of engagement to the lesson content where Psaila produced an animated and interesting introduction to the topic, adjusting her tone of voice and utilising suspenseful pauses to promote interest in the new content, while Rhinehart employed a mathematical ‘tune in’ game to shift her students’ mindset to thinking in numbers. These strategies are representative of ‘task debriefing’ as an effective teaching strategy for embedding mathematical ideas into lessons (Hurst, 2007, p. 448). Hurst (2007) also discusses that students with a greater involvement and personal interest into a context of mathematics will display greater understanding of the concepts (p. 447). The next stage observed is the explicit teaching stage where the teacher provided the lesson content (if new) and specific instruction on the lesson’s task. Rhinehart even directly told her students to concentrate more on how to explain the process of solving a question rather than just producing an answer (AITSL, n.d. b).
Imagine being perceived in a way were almost everyone thought one lived a catastrophic life based on the school they went to. A stereotype is an image of a person or group of people that is labeled or seen in a specific way by a range of people. Although stereotypes come with some legitimacy, another way groups and individuals are judged or viewed differently is by misconceptions. False interpretations forming from misunderstood ideas or thoughts are misconceptions. Stereotypes have come from past generations which are now influenced from media such as movies, tv shows, and social networks.
Teachers who are accustomed to using little math language to teach and talk about math concepts will now have to adapt. Avoiding academic terms to explain concepts and processes will be incredibly harmful to students in the long
The incorporation of hands on learning opportunities relevant to students’ everyday lives provides a personalised learning experience. I believe it is extremely important that student learning incorporates equality and family values and beliefs, which allows students to incorporate their prior learning experiences to feel accepted and valued within the classroom. This encourages students to grow from their previous life experiences whilst incorporating new knowledge. This is incorporated within the unit design of measurement as students can use their measurement knowledge and skills at home to cook a traditional family meal or build something out doors with the family, to enhance their learning, and share this will fellow students to enhance their learning when in the classroom. My personal pedagogical philosophy within the unit provides students with the feeling of equality where differentiation occurs in every lesson when needed, to cater for the diverse learning needs of all students, therefore, eliminating mathematical anxiety for all
As a child, in school you never think of math rules ever expiring. This make you question the fact why teacher still teach these rules if they are going to expire when we enter middle school. This make you ask yourself does math rules expire. Does the rules we learn in elementary school matter?
Is it possible to create a school community where conformity doesn’t rule the school, I do think that it’s possible to create a school community where conformity doesn’t rule the school. This week i saw people doing things that they don’t usualy do I saw people being nice. In my own expreince this week I was not having a good morning it was just one of those days where everything is going wrong and i come into the classroom and there is a box of candy sitting on my desk. Let’s just say i had pretty good rest of the day.
Problem solving can be using as a way to teach mathematics but setting social and sociomathematical norms first is important for the classroom. Social norms are important to set because the students will know what the expectations are and should follow when communicating and acting in the classroom. The four norms that students should be able to do while problem solving according to Yackel and Cobb are “1) explain and justify their solutions, 2) attempt to make sense of explanations given by others, 3) agree and disagree, and 4) ask clarifying questions in situations in which they misunderstand or are confused” (p. 151). A teacher must think about how to make students aware of these responsibilities during discussions. Sociomathematical norms are also important to set because they are specifically for mathematical activities.
In today’s education system, there is an ongoing debate concerning conformity and individuality. The majority of schools conform to similar curriculum as a means of ‘leveling the academic playing field’ and giving all students a fair and equal chance of success. But does this sense of conformity actually benefit students? While it is necessary to have some conformity in the curriculum taught to students nationwide, there should be an aspect of individuality as well. Schools should adopt a more individualistic approach towards the classes students must take, and less of one concerned solely on test performance, because it would benefit students upon graduation by allowing them to pursue studies that interest them, and also benefit the school
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