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Teaching High School Mathematics in the 21st Century
The last years of the 20th century saw the development of general secondary education in many countries. This meant that all students, regardless of their ability or interest in mathematics, were required to continue learning mathematics until the end of secondary education.
In the past, students who graduated from high school math classrooms were, for the most part, “mathematical-logical” thinkers. This meant that the teacher’s “Chalk and Talk” approach and multiple exercises worked for these students. But, with all students attending high school, their learning styles did not work with this traditional educator. This meant that pedagogues in mathematics classes had to change. In addition, there was a need for massive curriculum changes to bring the curricula in line with modern developments in mathematics, especially with the advent of computer technology. To further complicate matters, if a teacher used different pedagogues, the teacher had to use a grading process that reflected that pedagogue.
This meant that my pedagogy had to expand to accommodate all of my students as well as the demands of modern math curricula.
Below is how I tried to make math more appealing to my students at the beginning of the 21st century. There are fourteen strategies I have used to help students want to be fully involved in their math development.
My student-centered strategies were:
1. Mathematics had to be fun, relevant and connected to life.
I used such strategies as fun quizzes, real-life questions, easy or hard challenges, unfamiliar context questions, and speed quizzes to name a few strategies.
2. I try to teach math the way I would like to be taught, not the way I was taught.
Remember how often you were bored in math class and couldn’t see the relevance of math to your life. Don’t let your students feel that way.
3. I used a variety of teaching strategies to fit the topics I was teaching.
Don’t let math be just “chalk and talk” and practicing more exercises. Use technology, cooperative learning techniques, hands-on materials, hands-on lessons, quizzes, and any strategies that take into account the different learning styles of your students. Then evaluate each topic in a way that reflects your approach to teaching.
4. I often used my students as assistant teachers.
I often used my more capable students as mentors in their areas of expertise. I may have to give them teacher training, but I have found that other students respond well to their help and make faster progress. What is important about the mentor’s words is that they are in the student’s language. This allows less able students to understand more quickly.
5. I set out to develop every skill I could in all my students, regardless of their mathematical talent.
The greater the range of skills I could teach my students, the better their chances of long-term success. These skills may include assessment, planning, how to effectively check, and how to best frame a problem solution.
6. I worked hard to help students develop their own understanding of mathematics, not just adopt my understanding.
In other words, I introduced the ideal of ‘constructivism’ into my teaching.
My teacher-directed strategies were:
7. I taught math through Stealth.
A quiz is an example of a way to create hidden learning. Many students seem to find it more like entertainment than learning math.
8. Teaching mathematics should be challenging, exciting and fun for you, the teacher. That was it for me.
I looked for real-life examples to use in my teaching and assessment. I included short problem solving/critical thinking exercises in each lesson. This doesn’t have to be difficult every time. For difficult examples, I would slowly give clues to the students.
9. I would experiment with new teaching approaches, then evaluate their success, review the approach, plan a new version, and try again.
I introduce new teaching strategies into my program and refine them through a review process. These different strategies catered to the students’ different learning styles. Also, they added new and interesting teaching challenges for me, as a teacher.
10. Working with lower and middle school classes allowed me the flexibility to experiment with new approaches and assessments that I could use.
This is because assessment results in these years are used to assess students internally, not externally. If a new type of assessment task failed the first time, I changed it and tried the assessment task again. The original assignment may have produced a great learning experience instead of a valid assessment assignment for your students.
11. I shared my successes and disasters with your colleagues.
This process became informal professional development for me and my colleagues. Sometimes a more experienced colleague would show me where I went wrong and how I could overcome a disaster in the future.
12. I would model out loud to my classes what I was actually thinking about the problem while creating a solution to the problem on the whiteboard.
Sometimes I would follow an approach that I knew would fail. I didn’t call it a failure, but a learning experience for my students. Being the “perfect” problem solver often discourages students who believe they can’t match what you do. More often than not, I included, in my modeling, all the ideas that came to my mind, which I rejected. I explained why I rejected those ideas. I would model as many different solutions or approaches as time allowed. If a student came up with a different but mathematically correct solution, I would ask them to share it with the class.
13. I challenged myself to help students want to come to math classes.
I have tried to create a personal mindset that helps me develop lessons that I enjoy delivering to my students. That meant I would want to be there too.
14. I have included the use of graphing calculators and computer software as often as possible.
Students today are computer users. They relate well to technology. The beauty of technology is that the teacher can visually demonstrate many examples of what is being discussed using computer software or graphing calculator applications projected on the screen. Understanding comes faster than the pen to paper strategies of the past.
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