EDU431 - METHODS OF TEACHING MATHEMATICS AND SCIENCE IN THE PRIMARY/JUNIOR GRADES

Required reading L: Analysis and Reflection.

Title:

What is the best way to teach math? Old school or new?

CITATION: The Canadian Press. (2015, July 2). What is the best way to teach math?
Retrieved from http://blackboard.niagara.edu/bbcswebdav/pid-536818-dt-contentrid-2213761_1/courses/16SP-EDU431OTECD/READING%20-%20L%20%28What%20is%20the
%20best%20way%20to%20teach%20math%29.pdf
ABSTRACT:

Old school or new? Teachers

debate best methods as scores fall.

ANALYSIS/REFLECTION:

Old versus newthe continuous debate of all debates when

it comes to the education system. When first reading this article, my
initial reaction was to side with the new era approach of creative
teaching; partially because I am going to be a future teacher myself,
and partially because I am a firm believer of adapting teaching
practices to best suit the needs and learning styles of students.
Allowing students to be co-creators of their own learning and
discoveries, through the guided facilitation of a teacher is something
I aspire to achieve in my future classroom.
Ironically, upon reading the entire article I began to realize
that interconnecting both the chalk and talk or drill-and-kill and
the creative approach to teaching and learning math could be the
best possible solution for teaching mathto a certain extent. Firstly,
I would be lying if I did not agree with direct teaching, BUT ONLY
in the context to provide students with the basic understanding of
definitions, elements, and formulas for math inquiry. Aside from
those purposes, I do not agree that direct lectures are the most
valuable to promoting student learning and success. As such, I see
that by interconnecting some drill instruction with some creative
learning where the students are given the opportunity to become
active and motivated in drawing their own solutions to problems is
the most appropriate and valuable way to compromise the two
argumentative sides. This referring to Dan Meyers idea of creative
learning where students are given a math problem and need to
formulate a solution to that problem which then later generates fully
engaged students in learning.
To close, I do agree with the authors in stating that the
solution to this debate is somewhere in the middle between direct
instruction and engaged learning. If teachers provide students with
the basics of math, students will comprehend future mathematical
learning. Likewise, if teachers provide students will the opportunity
to engage in self-learning, they will be able to become independent
and creative learners of their own knowledge. Thus, I believe that
the best way to teach math is by meshing those two teaching
approaches together to create a well-balanced learning environment
that promotes student and teacher success.