top of page
Search

How to set up and manage mathematical learning experiences

  • Writer: Ebonie
    Ebonie
  • Jun 14, 2019
  • 3 min read
Imagine the Principal/Director asked you to prepare a document to present at a maths staff meeting. The document is titled, "How to set up and manage mathematical learning experiences”. Create a list of 10 items that would appear in your document.

  1. Goals: Setting reasonable and achievable goals allows for more relevant lesson sequences and experiences.

  2. Preparation: Stronge (2007) states that “Teachers with better professional preparation are also able to provide students with more diverse opportunities to learn.” (p.5). If a teacher is prepared, the class can run smoothly with less behavioural issues resulting in"Keeping children engaged and achieving in mathematics". (Crown, 2018)

  3. Structure: A well structured lesson allows for optimal flow of sequences and activities. It also provides a scaffold for students to follow reducing behaviour issues.

  4. Catering for learner diversity: This makes sure that ALL students in the classroom have equal opportunity to learn, understand and absorb the content being taught. “I hear and I forget, I see and I remember, I do and I understand’ (Marshall & Swan, 2008, p.338)

  5. Linking to prior knowledge: A quality teacher can “Use prior knowledge to create new meaning” (Monteleone, 2019, slide 24) allowing students to transfer and reaffirm previous knowledge into new and unfamiliar topics.

  6. Manipulatives: these items develop student’s mathematical abilities via the utilisation of visual problem-solving. As Monteleone states; “Knowledge is not passively received, but actively constructed by the learner” (2019, slide 24),

  7. Hard thinking time: personal silent time to look at problems and use their reasoning BEFORE the teacher explains the question encourages students to think mathematically and be ok with not knowing something and figuring out ways to understand it themselves. “In order to help students deal with the mathematics in ‘the world’ and to help them deal with ‘not knowing’, ... a greater emphasis is required in school mathematics on the proficiencies that constitute ‘doing mathematics’, including reasoning and problem solving.” (Hogan, 2012, p 7).

  8. Group work: Group work allows for discussion and widens a students Zone of Proximal Development (ZPD) as suggested through Vygotsky's theory of social learning. This also allows communication and teamwork within a classroom setting.

  9. Appropriateness: is the lesson stage appropriate and will the lesson explain the mathematical understandings behind the skill? ”Opportunities for students to appreciate connections between mathematical ideas and to understand the mathematics behind the problems they are working on are rare.” (Hollingsworth, Lokan & McCrae, 2003, p. xxi) therefore it is important to make sure that the content is relevant and shows the ‘why’ and ‘how’ behind the ‘result’.

  10. Consistency: The quality and structure of a teachers lessons needs to stay constantly at a high standard. It is invaluable to have one high quality lesson among many mediocre ones. Staying consistent will also allow for better student engagement and provides exceptional learning experiences repeatedly.

As a pre-service teacher, these 10 aspects in setting up and managing learning experience (not just in mathematics) will be key in my professional development.



References:

 
 
 

Comments

If you would like to see any more educational discussions, follow me on twitter at: @Ebonie92825398

 

​

​

​

​

​

 

© 2018 by Ebonie. Proudly created with Wix.com

bottom of page