Educating Future Professionals By Classroom Experience
Pedagogy is always evolving and is a product of continuing research and development. Eric Garrett notes that a math teacher skilled at the Common Core’s requirements has the necessary skills to use numerous representations for concepts and procedures and awareness of the various contexts in which pupils apply arithmetic. Because of its focus on college and job readiness, the Common Core has transformed the way we teach mathematics. Teachers must constantly adapt their teaching methods to match these new standards and adapt their classrooms to reflect these changes.
Using concrete materials and representations is critical to the success of math teachers. Additionally, they have a better understanding of how their discipline’s learning process functions. They also use their knowledge of pedagogy and professional jargon to personalize their classes and instruction to specific students. Teachers who are adept at identifying and correcting misconceptions that arise throughout the course of lesson planning and instruction are in high demand. The ability to understand students’ learning processes enables teachers to successfully reteach content and directly address students’ misconceptions during the course of teaching.
Chris Moersch devised the LoTi framework in 1994 and published it under the name of the LoTi project. The acronym LoTi stands for Level of Technology Implementation and Innovation. LoTi professional development requires comprehensive, ongoing, and relevant professional development that focuses on the unique problems and obstacles of integrating new practices in the classroom. Such professional development should not be passive; it should engage the teacher in the process of learning and adopting the new practice.
There are a number of resources available to help teachers acquire classroom-based professional skills. The Math Forum at the NCTM, for example, has assembled playlists of films from the California Mathematics Council, NCSM, and others. Additionally, it allows access to video clips of educational leaders and teachers. TED, a website committed to the propagation of excellent ideas, is another useful resource. There are more than 1000 math lectures available, but these eight will leave you speechless:
Problem-solving is a vital part of math teachers’ training. Teachers get a greater knowledge of mathematical ideas by applying problem-solving techniques to real-world situations. Teachers who are good at mathematics utilize problems to help their students build these abilities and provide them a place to start learning about mathematics. Thus, pupils are able to get a deeper knowledge of subjects and master ever more difficult abilities.
Expertise in CGI-Based Professional Expertise: This scale assesses a teacher’s perception that students know basic facts and how to sequence them. High Facts teachers Students’ first impressions are likely to place a high value on the ability to remember basic math knowledge. These facts are essential for procedural fluency, understanding the four main operations, and solving word problems. With this approach, teachers think that pupils’ lack of basic math understanding is to blame for their poor performance in mathematics.
Eric Garrett believes that instructors’ ideas about set teaching strategies influence their interactions with each other. Teachers who are unwilling to experiment with new approaches to instruction may do so out of a lack of faith in their own abilities or a belief in the limited efficacy of what they are doing. A teacher’s ideas regarding the scope of mathematics textbooks may not be correct because of a lack of confidence and limited effectiveness. The scale of a math teacher’s practice assesses their opinions about the scope of a math textbook and their attitudes about modifying it. This tool identifies the multidimensional construct underpinning instructors’ responses and focuses on situational and context-dependent sources of variation.
Student behavior is influenced by teachers’ expectations. Teachers’ beliefs about learning, teaching, and themselves are examined in this research. Several stages of the study included a literature review, item development, expert evaluation and cognitive interviews. More than 200 math teachers were surveyed and tested on 55 items and five predicted constructs. Multiple methodologies and a multiphase design process were employed to construct a valid questionnaire.
The standards for math education have changed. Until recently, the previous paradigm of balanced instruction was based on preparing children for kindergarten. Students are expected to be college and job ready under the new model. Math is an ever-expanding field, and its applications are numerous and varied. Teachers who use standards might feel secure in the direction they are taking their craft. A math teacher can be an expert in all levels of instruction. Mathematically literate students who are prepared for the world’s rapidly expanding economy are its primary focus..
Student engagement in a course can be influenced by their physical environment, according to Eric Garrett. For an informal setting, rows of chairs are better than u-shaped ones. To find out if the course is right for them, students should read the course description or look for thought-provoking questions posted on the board during class sessions. Students can also make selections depending on the manner in which the professor greets students and how long they are late.
