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Videos: Different Approaches for Teaching Mathematics
- 1. Flipped Classroom Model for Teaching Mathematics:
Using Educational Technologies to Present New Algebraic Ideas- Presented by: Rupert Cox, Montgomery County Public Schools, VA
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Description:
In this model of teaching mathematics students watch pre-recorded (by the teacher) lessons prior to coming to class.
This model incorporates use of technology to leverage the learning in a mathematics classroom, so a teacher can spend
more time interacting with students and engaging them in discussions related to the mathematics. The classroom becomes
the place for a mathematical discourse.
- Presented by: Rupert Cox, Montgomery County Public Schools, VA
- 2. Structuralist Approach for Teaching Geometry:
Using Visual, Hands-on Models to Present Basic but Abstract Ideas- Presented by: Agida Manizade, Ph.D., Radford University, VA
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Proposed Warm-up Problem:
You are a SUPERWOMAN/SUPERMAN. Imagine one morning you leave your home and start travelling straight ahead.
You travel for a very long time. No matter what gets in your way, you find a way to maintain your direction.
Where will you end up? Describe your path.
Description:
The structuralist approach for teaching mathematics, means using series of specific, concrete, intuitively accessible
models to allow learners to explore and to ‘discover’ mathematical strictures through a ‘spiral’ cycle which revisits
key abstract mathematical ideas.
Adapted from:
Henderson, D. W., Taimina, D. (2005). Experiencing geometry: Euclidean and non-Euclidean with history, 3rd edition. Cornell University, Ithaca, NY: Pearson Prentice Hall.
Lenart, I. (1996). Non-Euclidean adventures on the Lenart sphere: Investigations in planar and spherical geometry.
Berkeley, CA: Key Curriculum Press.
- Presented by: Agida Manizade, Ph.D., Radford University, VA
- 3. Integrated- Environmentalist Approach:
Teaching Girls Algebra- Presented by: Sue Jenkins, St. Catherine’s School, Richmond, VA
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Description:
In this approach mathematics teachers consider mathematics as being integrated with other areas of knowledge and can be
discovered by exploring problems within the real-life context. Mathematics is also used for imposing an abstract structure
on contextual situations. The learner’s environment is essential as the base not only for the abstraction process but
as source of meaning, inspiration, and motivation.
- Presented by: Sue Jenkins, St. Catherine’s School, Richmond, VA
Teaching Geometry at the Secondary Level
- Presented by: Stephanie Brady and Chris Belcher, Hanover County Public Schools, Ashland, VA
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- Presented by: Darlene Walstrum, Roanoke City Public Schools, Roanoke, VA
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Description:
This approach is designed as entirely learner- centered. The main teacher’s goal is to match learning opportunities
with learners abilities with an aim to improve each student’s understanding of mathematical concepts.