Teaching Affect Children Wrong Mathematical

Teaching Affect Children Wrong Mathematical

Teaching Affect Children Wrong Mathematical

Teaching Affect Children Wrong Mathematical

Questions:

How Do Pupils Retrieve Mathematical Answers From There Memory?

How Do Distinct Types Of Teaching Impacts On Recalling Information From The Memory?

Do Diverse Types Of Learners Require Diverse Types Of Teaching Methods?

How Does Memory Contribute To Recalling Mathematical Knowledge Taught?

Answers:

Introduction

With the technological advancements going on around the globe, the teaching of mathematics has evolved to include different methods which were previously not in place. A method of teaching is simply how the contents are relayed to the students. This covers the style of instruction as well as materials applied in the teaching process (Katz and Parshall, 2014). Below are some methods popularly used in teaching maths.

One is the use of visuals. This involves using graphics in addition to giving explanations during teaching, another technique is making connections; the brain is a major player when it comes to learning. The long-term memory is composed of a web of neurons which help students in developing connections (Lampert and Ball, 1998).  This is what assists the students understand the concepts. So, the teaching method in this case entails connecting the taught concepts with the students’ worlds or other previously taught concepts and paying close attention to the students’ reaction to the connections. Another style is the use of assessments, in this the teacher use tests frequently to gauge areas understood by the students. The tests are normally in form of formative tests which are not designed for the purpose of grading. Lastly, focusing on strategies is another style. This entails modelling several models of strategies to be used in problem-solving while at the same time encouraging students to apply the taught skills in solving the existing problems (Carpenter, et al., 1997).

Statement Of The Problem

As per the above-mentioned explanations there are a number of techniques which are applicable in teaching mathematics. These methods may occasionally raise wrong responses by the students when thinking mathematically. The wrong response in this scenario is the failure by the students to interpret the maths concepts appropriately. This may trigger application of the concept is a wrongful manner by the student when trying to think mathematically. The problem to be answered by this research is how different methods used in teaching mathematics may be responsible for the children’s wrong response to mathematical tasks.

Purpose Of The Study

The purpose of this study is to evaluate how distinct types of teaching affect children wrong response to mathematical task. The teaching of mathematics is a very vital area in children’s education. Mathematics is one of the subjects that enhance problem-solving skills a factor which is very helpful for human existence. The unit of analysis in this study will be the students of age group 10-11 years. The set will form the basis through which information will be collected, data analysed, and generalisation made.

The Secondary Questions Are;

The research questions are the basis from which the hypothesis was computed. Below is the hypothesis that the research will aim to verify.

  1. Distinct types of teaching affect children wrong response to the mathematical task
  2. Diverse types of learners need to be taught using different techniques
  3. Memory contributes to recalling mathematical knowledge

Cognitive Psychology

Cognitive psychology is the study of the mind as a processor of information. The aim of the psychologists in this field is to build a model of the mental information processing system (Anderson, 2010). This includes perception, memory, thinking, consciousness, attention and language. The study of cognitive psychology shifted the emphasis of psychology from concentrating in conditioned behaviour and psychoanalyst to the study and understanding of human’s mind information processing system (Hasher and Zacks, 1979). Through the introduction of the computers scientists have been able to model and have a clearer understanding of the human thinking process than before.

Memory

The mental records that are maintained in the human brain are what is referred as memory. This is what enables people to retrieve past information which includes even the skills that we possess (Hasher and Zacks, 1979). The human memory is divided into three sections; long-term, short-term, and sensory memory processes. The long-term is what humans normally utilise in their day to day activities. The types of memory each have a unique mode of operation but the three collaborate so to complete the memorization process (Ginsburg, 1997).

The memory works in three stages encoding, storage as well as retrieval. The encoding stage involves sending the information to the brain where it is dissected into significant elements. This is followed by the storage phase where the brain must maintain the encoded information for a period (Baddeley, n.d.). Retrieval on the other hand involves the ability to access the stored information and bring out the old information from the permanent memory to the short-term memory which allows for mental manipulation for usage (LaBar and Cabeza, 2006).

Learning can be defined theoretically as the capacity to modify the information stored in the memory regarding the latest information and experience. Being that memory depends on the prior learning the initial step in memory is therefore learning . Sensory information makes its way to the brain consciously in two subtypes iconic and echoic memories. Vision has a longer duration in the human brain and pupils can therefore quickly if they visualize while studying (Anderson, 2000).

Types Of Learners

Students normally develop a variety of techniques so as to memorize contents taught, these methods do vary from student to student and can be used to develop a model of types of learners (Denig, 2004).  The pupils respond to a method of teaching is guided by the type of learner they fall under. In general, four types of learners exist; auditory, visual, reading and kinesthetic (Lambert and McCombs, 1998). Auditory learners master contents well by reciting the information back to the presenter while kinaesthetic ones master more contents through participating in a number of activities (Galeet, 1999). Just as the name suggests visual learners learn best through use of imagery while writing one’s master best when they take notes of the contents taught.

Teaching Affect Children Wrong Mathematical