Best prac­tices in teach­ing math to high school stu­dents

Panay News - - BUSINESS - By Ella S. Ben­gan, T-III Macario M.Pa­trocinio NHS, Pi­lar, Capiz

AS you may al­ready know based on the ti­tle of this ar­ti­cle, I am a Math teacher. Teach­ing math to high school stu­dents who are in their teenage life is not only fun and en­ter­tain­ing but also hard. A teacher for many years like me hereby gath­ered the best prac­tices of teach­ing math to high school stu­dents from on­line to in­spire and en­cour­age other math teach­ers like me to con­tinue do­ing this noble work that we got our­selves com­mit­ted to. As for the rest of the ar­ti­cles that I will also share, it is my hope that my fel­low teach­ers out there as well as math high school stu­dents read­ing Panay News or my ar­ti­cles will learn from.

As in any sub­ject, there are sev­eral dif­fer­ent ways – in­struc­tional strate­gies and prac­tices that math teach­ers can use in high school that it is a mat­ter of find­ing which ones work best for you and your group of high school math stu­dents for the par­tic­u­lar aca­demic year. I be­lieve that teach­ing dif­fers be­cause in each par­tic­u­lar aca­demic year, stu­dents are not the same. It is our job to in­no­vate with our styles and strate­gies to match our stu­dents’ needs.

Here are some best prac­tices for teach­ing high school math­e­mat­ics that are ap­pli­ca­ble to many of your stu­dents. The main thrust of these prac­tices is for you to at­tend to what your stu­dents can do and how they de­scribe what they know con­sis­tently and per­sis­tently dur­ing the year. Keep com­ing back to prior top­ics to see if stu­dents’ ideas have changed since stu­dents’ per­for­mance in any sin­gle day does not in­di­cate they have learned. Learn­ing is the ac­cu­mu­la­tion of long-term change in what stu­dents know and can do.

First, teach big ideas rather than 180 dis­con­nected lessons. A big idea takes more than a day to each, and is a de­lib­er­ate col­lec­tion of smaller ideas that fit within a les­son. This al­lows stu­dents to have more in­ter­con­nected schema and re­quires stu­dents to re­trieve in­for­ma­tion from ear­lier in the year while mak­ing con­nec­tions be­tween top­ics. We have some ex­am­ples of big ideas for high school math in our open-source cur­ricu­lum. Note that it is pos­si­ble to at­tend to the de­tails of a cal­cu­la­tion that novices find hard to fol­low, while main­tain­ing a fo­cus on the larger math­e­mat­i­cal prin­ci­ples at play.

Sec­ond, use in­struc­tional rou­tines that sup­port all of your stu­dents in hav­ing ac­cess to the math­e­mat­ics. In­struc­tional rou­tines shift the cog­ni­tive load for stu­dents as they fo­cus

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