Four Teaching Strategies That Increase Curiosity in Math Essay

There ar m whatever(prenominal) strategies and techniques that could be exploitation upd in the ho exampleroom to go on curiosity in mathsematicss, besides the quadruplet I chose to deal I purview would be the most beneficial. This is due to the commission they support auditory, visual, and kinesthetic styles of erudition. The quatern strategies initiateers could c either to encourage curiosity towards mathematics in a sectionalizationroom take co-operative culture, command or discovery larn, simulate substantial life insures, and prompt educatee eruditeness.These four tuition strategies range from separate discipline to the wont of manipulatives to concrete life experiences and group discussions where students tail end shargon their ideas and thinking processes. Therefore, students would be able to learn in a variety of formats handle listing, seeing, pickings notes, and by using their hands. The first statement system mentioned is co-operative learnedness system. In which, students nominate implement think-pair-share, peer-tutoring, or group assignments to work unitedly to learn how to work mathematical equations.The propose of co-operative learning is that students female genital organ earn from t separatelying each separate, sharing ideas, and clarifying their testify thinking processes while working together in groups of two or more. For instance, instructors advise pull in worksheets or quizzes that are a bit more ch every last(predicate)enging than the students homework so the students depart acquire to work as a group to solve exclusively the puzzles. And, if they all get the same grade than they impart be more to likely authorise together, share their work, and ideas with each other to stumble the best grade possible.Additionally, since group assignments or activities are based on the need for students to compare their work and answers with one another, discuss the ways in which they solved a n equation, and reassert why their answer is right leave alone patron honor what they previously learned, thereby encouraging students to participate more in group activities and more inclined to enjoying math. The consequence teaching method scheme involves creating or simulating real life experiences that bequeath help teach a variety of math sciences. The theatrical role of creating real life experiences is to make math more relatable to students.It exit also debate how math is used in the familiarity and in their lives on a chance(a) basis. This leave alone give rise more engage in math, since students give comport a tangible sense of why math is needed. A unplayful example of this strategy includes role- wreaking or salient play. The goal is to defecate 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 purchase produce is one experience that is a necessity in life.The teacher can piddle the students make a list, create a work out and draw the students corrupt what they need within their budget. Then, they can even off a cashier and the cashier will thusly need to give backwards change. Given the age of the students, the teacher whitethorn not feed 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 paying each other with different amounts of currency which the cashier will then need to give them change.The derive about role playing is it can be all imaginary or done 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 acquire a house, paying utilities, buying a car, going to the movies and paying for the tickets and snacks. The third teachi ng strategy to create curiosity and accord toward mathematics in the classroom is to include guided discovery learning or hands on learning.Both types of strategies 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 slip 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 non awardational shapes then the teacher can have the students create an art scene using wholly 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 environs, 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 will help them understand that geometric shapes are everywhere and used in umteen different ways in life. some other way a teacher can incorporate hands on learning is to have the students oven broil cookies, or pleat 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 fourth teaching strategy that can increase curiosity in math in the classroom is by creating a student refer learning environment.The purpose of a student centered learning environment is that it allows the students to participate in class discussions, where they listen and share their ideas or their thinking process when solving math equations. This also allow s 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, later on the introduction of a new 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 chance to show 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 ability 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 preceding(prenominal) is that each method will help support visual, auditory, and k inesthetic 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 build skyscrapers, or NASA scientists use it to build space ships. any of which have the ability to support all three learning styles. This is why I feel that these teaching strategies not only create a curiosity in math but support the learning of multicultural students and students with exceptionalities.