Mathematics has its own beauty. The charm of numbers and the usage of critical thinking is the essence of life. Mathematics is important in our everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections. It equips us with the skills we need to interpret and analyze information, simplify and solve problems, assess risk and make informed decisions.
Mathematics and sciences are tightly connected. Mathematical concepts are vital to research and development in fields such as engineering, medicine and finance.
The design of the math lesson plans has to be based upon the above stated belief. The design of the cooperative learning activities need to allow the students to interact to deduce the rule and reach a logical conclusion. The resources used in class can all be related to the real life material that surrounds us in the real world. The learning opportunities designed for the 21st century students invites them to create models and construct representations. Such practices encourage the students to learn and it motivates them to understand different natural phenomena through mathematical concepts.
The differentiated teaching instructions used in class and the diversity of problems can make mathematics accessible for everyone. Students with different abilities will perform different tasks; they will progress at different rates. The assignments are expected to be planned to motivate visual, musical, naturalist, kinesthetic, and logical students.
Because mathematics is rich and stimulating, it engages learners of all ages, interests and abilities. Learning mathematics develops logical reasoning, analysis, problem-solving skills, creativity and the ability to think in abstract ways. It uses a universal language of numbers and symbols which allows us to communicate ideas in a brief, unambiguous and rigorous way.
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((the differentiated teaching instructions used in class and the diversity of problems……..))
I agree with this view, I distribute different models of levels of duties. But I would like to ask what is the right way to make different models of opening activities where we use concrete shapes to make mathematics tangible?
For me, in my class, I am changing the pattern of the question or action, such as deducing / comparing / applying / with the same learning outcomes for the lesson and the same concrete tools.
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