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Sep 4, 2019 · “On the other hand, a superstar lecturer can explain things in such a way as to make students feel like they are learning more than they actually are.” Director of sciences education and physics lecturer Logan McCarty is the co-author of a new study that says students who take part in active learning actually learn more than they think they do.
- Louis Deslauriers
17 Oxford Street Cambridge, MA 02138 (617) 495-2872 phone...
- Logan McCarty
17 Oxford Street Cambridge, MA 02138 (617) 495-2872 phone...
- New Faculty: Jesse McCarthy
Henry James was James Baldwin’s favorite novelist; but, as...
- Louis Deslauriers
• The nth term is very abstract for students. Ask the class why or when would you want to know about the nth term. • Tell students that an arithmetic sequence is a list of numbers with a common difference. Challenge them to create a way of testing the following hypotheses: ū The sum of two arithmetic sequences is another arithmetic sequence.
- Lds and Problem-Solving
- The Importance of Explicit Instruction
- Types of Visual Representation
- Conclusion
- References
- Method
Although there are a number of problem solving strategies that students use in mathematics, good problem solvers usually construct a representation of the problem to help them comprehend it(van Garderen & Montague, 2003). Students with LDs can have an especially challenging experience solving problems in math, and research suggests that their use o...
Perhaps the most consistent message in the literature about visual representation in mathematics is that it needs to be explicitly taught to students. Representing information visually is not a skill that comes naturallyto students, and so it must be taught and practiced. When first introducing a new skill to students, it is important to modelthe s...
When you are talking about visual representation in mathematics, you may be talking about representing information on a page with adiagram or chart, or representing information in your head with an image. Fortunately, researchers have focussed on helping students improve their visual representation both externally (e.g., van Garderen, 2007) and int...
The use of visual representation during instruction and learning tends to be an effective practice across a number of subjects, including mathematics (Gersten et al., 2009). While using visual representation alone as a teaching method does produce significant learning improvements for students in mathematics, these improvements are even greater whe...
Dexter, D. D., & Hughes, C. A. (2011). Graphic organizers and students with learning disabilities: A meta-analysis. Learning Disability Quarterly, 34, 51-72. Doabler, C. T., Fien, H., Nelson-Walker, N. J., & Baker, S. K. (2012). Evaluating three elementary mathematics programs for presence of eight research-based instructional design principles. Le...
Searches were conducted of the literature for content appropriate for this topic that was published in scientific journals and other academic sources. The search included online database searches (ERIC, PsycINFO, Queen’s Summons, and Google Scholar). The gathered materials were checked for relevance by analysing data in this hierarchical order: (a)...
Feb 11, 2020 · Encourage students to include cultural references/connections in their work. Allowing students to express their learning by writing a song/rap or through visual arts, etc. leverages students’ strengths and natural ways of processing information. Allow students to code-switch. This helps students to explore formal and informal English and ...
Oct 18, 2024 · This means that students must be able to access both the working and long-term memory to solve more complex math problems, through synthesis, application, and other higher-order thinking. When students learn the “why” of a mathematical procedure, they are more equipped to process additional tasks, going from being able to solve a single math problem to long-term mathematical understanding.
Jul 26, 2022 · Lesson level outcomes are what we use to demonstrate that a student has mastery of the course level outcomes. We do this by building lesson level outcomes that build toward the course level outcome. For example, a student might need to demonstrate mastery of 8 lesson level outcomes in order to demonstrate mastery of one course level outcome.
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Very young children and students who struggle with mathematics often require different types of visual representations known as manipulatives. These concrete, hands-on materials and objects—for example, an abacus or coins—help students to represent the mathematical idea they are trying to learn or the problem they are attempting to solve.
