Four Teaching Strategies That Increase Curiosity in Math Essay

There are m either strategies and techniques that could be used in the folkroom to encourage curiosity in mathematics, but the four I chose to discuss I thought would be the most beneficial. This is due to the itinerary they support auditory, visual, and kinesthetic styles of training. The four strategies teachers could use to encourage curiosity towards mathematics in a classroom let in co-operative attainment, guided or discovery breeding, simulate certain purport work throughs, and dynamic schoolchild learning.These four learning strategies range from classify learning to the use of manipulatives to real life experiences and concourse discussions where students ordure share their ideas and sentiment executees. Therefore, students would be able to learn in a variety of formats kindred bear in minding, seeing, taking notes, and by using their hands. The premier(prenominal) teaching outline mentioned is co-operative learning strategy. In which, students loafer u se think-pair-share, peer-tutoring, or group assignments to work together to learn how to solve mathematical equations.The spirit of co-operative learning is that students can benefit from teaching each other, sharing ideas, and elucidative their own thinking processes while working together in groups of both or much. For instance, teachers can create worksheets or quizzes that are a smear more(prenominal) ch eitherenging than the students homework so the students bequeath rent to work as a group to solve all the problems. And, if they all get the same grade than they depart be more to likely communicate together, share their work, and ideas with each other to attain the scoop out grade possible.Additionally, since group assignments or activities are based on the deal for students to compare their work and answers with one another, discuss the ways in which they solve an equation, and justify why their answer is right impart help honour what they previously learned, th ereby encouraging students to come in more in group activities and more inclined to enjoying math. The second teaching strategy involves creating or simulating real life experiences that entrust help teach a variety of math skills. The purpose of creating real life experiences is to fetch math more relatable to students.It will as well as demonstrate how math is used in the community and in their lives on a daily basis. This will create more fill in math, since students will nurture a tangible sense of why math is readed. A good example of this strategy includes position- playacting or prominent play. The goal is to create real life experiences in which students will need to use their math skills to solve every day problems. For instance, making play currency and having the students go to the market to buy produce is one experience that is a necessity in life.The teacher can arrive the students make a list, create a budget and have the students buy what they need in spite of appearance their budget. Then, they can pay a burst and the cashier will indeed need to give back change. Given the age of the students, the teacher may not have a dramatic center, but can then have students work in pairs at their desks. For example, each student creates their shopping list and budget buy their produce on paper, then take turns gainful each other with different amounts of currency which the cashier will then need to give them change.The benefit some role playing is it can be all imaginary or through in the class with few a materials, means that with some creativeness the teacher can recreate any type of real life experience the students may encounter. Some examples include buying a house, paying utilities, buying a car, going to the movies and paying for the tickets and snacks. The third teaching strategy to create curiosity and understanding toward mathematics in the classroom is to include guided discovery learning or hands on learning.both types of strat egies allows the students to use their hands in different ways, but one uses more guidance from the teacher while the other allows the students to discover the learning on their own. The purpose for both is that it allows the students to use hands on materials to discover something on their own thereby taking an abstract concept and turning it into a concrete and tangible concept. Something the students can physically see, touch, and manipulate.For instance, if students are learning about geometry and the different geometric shapes then the teacher can have the students create an art scene using only the shapes they will be learning about in geometry. A good example would be to have the students create a farm scene, in which the shapes represent objects found within our environment, like a rectangle for a tree, a square for barn, a triangle for the roof. If the teacher has the students label all their shapes and number of sides then it reinforces their learning of shapes.Plus, it w ill help them understand that geometric shapes are everywhere and used in many different ways in life. Another way a teacher can incorporate hands on learning is to have the students cook cookies, or mix the dough and have the kitchen staff bake the cookies, if possible. Baking is an excellent way to reinforce the concept of fractions, doubling or halving a recipe, which also helps students understand how fractions can be added or subtracted. The tail teaching strategy that can increase curiosity in math in the classroom is by creating a student centered learning environment.The purpose of a student centered learning environment is that it allows the students to accede in class discussions, where they listen and share their ideas or their thinking process when solving math equations. This also allows the students to reflect on their own thinking or math skills learned, as well as, help clarify any misunderstanding or misconceptions about math. For instance, after the introduction of a in the buff skill in math, the teacher can have the students go up to the front of the class and work the problem on the board.This gives students an opportunity to visual aspect the class how they solved the problem and what they were thinking when they solved it. Plus, this creates an opening for the class to discuss what the student did that was right or wrong, and allows other students to ask questions. In addition, a student centered learning environment gives students the faculty to participate in a safe and comfortable environment in which they can express their views, thoughts, ideas, and misconceptions about math thereby maybe encouraging a more positive outlook towards math.The benefit of using the four teaching methods above is that each method will help support visual, auditory, and kinesthetic styles of learning. Thereby, creating and providing a learning atmosphere that will support both multicultural students and students with exceptionalities. For instance, working in co-operative groups allows students to verbally share their ideas with each other and listen to each other, in addition to taking notes. Role playing also allows verbal interaction while using a tangible manipulative, like play currency.A hands-on learning project like baking cookies requires students to read the recipe, listen to their partners, and use their hands to measure out ingredients whereas, an active learning environment students can have discussions how architectures use math to trope skyscrapers, or NASA scientists use it to build space ships. All of which have the ability to support all three learning styles. This is why I olfactory modality that these teaching strategies not only create a curiosity in math but support the learning of multicultural students and students with exceptionalities.