By Ted H. (Henry) Hull, Don S. Balka, Ruth Harbin Miles
Defining arithmetic training --
Bridging from the current to the long run --
Building rapport with lecturers --
Focusing at the curriculum --
Implementing the curriculum as designed --
Planning and coteaching classes --
Making scholar considering noticeable --
Analyzing and reflecting on classes --
Charting long term growth --
Working in the schooling method --
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Extra info for A guide to mathematics coaching : processes for increasing student achievement
The NRC (2001) has named it “recitation”—a running dialogue of fill-in-the-blank-type discussion. 3. Instruction follows rigid methodology. A rigid instructional structure has developed in schools because of the first two traits. The hallmark document for capturing the current state of mathematics classrooms in the United States and several other countries has become TIMSS (Trends in Mathematics and Science Study, or more commonly Third International Mathematics and Science Study), which has been administered at four-year intervals since 1995.
Mathematics is memorization and procedure. In general teachers who currently teach mathematics learned under the current, age-old methodology of memorization and procedure, and many, if not most, teach as they learned. 2. Mathematics is a filtering system. Mathematics has been part of a filtering-system approach in which students conform to expectations and learn only to a level of achievement that is largely predetermined. DuFour (2004) gives this example: • 15 16 • Preparing the Foundation Historically, .
4). The role of the teacher thus is to supply these facts and skills. The fastest, most expeditious way to cover the mathematics curriculum is by teachers sharing their knowledge. Unfortunately, this is not the most effective method for learning. According to Jensen (1998), “Teachers who continue to emphasize onesided lecture methods are violating an important principle of our brain: Essentially we are social beings and our brains grow in a social environment” (p. 93). By dominating the classroom conversation and limiting student input, teachers are able to cover more material and maintain classroom control.