How Effective are Micro Lessons in Teaching Mathematics

Eric M. De Guzman

"Micro lesson" means "micro teaching lesson", refers to video, presentation, or other computer-based platform as main carrier, carried out process of teaching and learning around knowledge points (key points, difficult points, doubtful points) or teaching links. As a "micro work", it has characteristics such as network sharing and online reproduction, has good mobility, especially suit to learn and review or supplement after class consolidation for students. Because of short and interesting design features, it quickly attracts attention of many students, to certain extent and mobilizes students learning enthusiasm.

Today’s technology makes it easier to access information in more than one format and also can generate information that is not available otherwise (e.g. simulations). However, the availability of information does not guarantee learning, just as access to nutrition does not necessarily lead to good health for everyone. Learners need to retrieve, filter, and make sense of information. A successful learner today knows how to use technology creatively in his or her process of knowledge construction, which can be best described using the term learning with technology. The following are some examples of challenging topics in Mathematics. These are based on opinions gathered from serving teachers at the primary school level. Operation of Fractions, Measurement of Area, Investigation with Numbers, Shape and Space, Collecting and Handling Data. It seems that the reasons why teachers perceive some topics as challenging vary from teacher to teacher. However, some typical reasons are identifiable. For example, one of the reasons is that challenging topics are seen to be abstract because they are not seen in real life situations. Another reason can be that challenging topics lack relevant curriculum materials that teachers can use as resource materials. Some teachers in primary schools think that some topics are difficult or challenging to teach. They call the topics challenging topics. The teachers claim that the topics require subject teachers or specialists to teach them. However, with adequate preparation, teaching these topics should not be problematic. It is a matter of preparation not qualification. A little bit of extra effort and time to prepare a lesson makes a big difference and helps teachers to improve their lessons greatly.

Today’s teachers are expected to use technology in their teaching. Responding to the expectation about teachers’ technology proficiency, teacher education programs often offer a standalone technology course (Kleiner, Thomas, & Lewis, 2007). It has been pointed out that teacher education programs often have a limited use of technology in teacher education courses, an emphasis on teaching about technology rather than teaching with technology, and a lack of faculty modeling of appropriate ways to integrate technology into school subject teaching (Capobianco & Lehman, 2006; Zhou, Zhang, & Li, 2011). To address such shortcomings of teacher education in preparing future teachers to teach with technology, Tondeur et al (2012) suggested that pre-service teacher education shouldn’t concentrate only on developing technological skills through educational technology courses, but should also focus on how technology can be used for teaching and learning.

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The author is Teacher III at Ernesto Rondon High School