Educational strategies are the instructional methods and the learning activities used in imparting knowledge and skills to the learners. Mathematics is an abstract and empirical subject requires exciting ways to drive home the concepts and facts. To achieve this, mathematics teachers use several strategies that are not limited to gaming, problem-solving, group work, discussions, and research work. These elements represent a high-quality mathematics program.
My instruction strategy involves engaging the students in gaming, group work, discussions, and research work to solve problems. It helps develop the psychomotor and communication skills of the learners even though time-consuming. Problem-solving is a strategy in which the teacher illustrates using well-done examples to the learners to guide them in organizing their solutions (Van-de-Walle, Karp and Bay-Williams, 2013). It is more efficient in giving guidance to the learners in solving their problems but the strategy lacks an in-depth analysis of the concept. It improves learner’s communication skills as well as participation. Discussion is a strategy in which the teacher simply gives guidance to the learners as they solve problems, it allows the students to have a broader view of the concept as well as develop confidence. However, it is time-consuming and leads to unequal participation. Research work is a strategy in which learners carry out further study to ascertain a concept or fact enabling them to have full mastery of the concept as they can extensively research (Booker, Bond, Sparrow and Swan, 2010).
To make changes to my mathematics instruction, I would use a problem-solving strategy in which I would give effective problem-solving solutions to the students to act as a basis upon which learners organize their solutions as well as their thinking. I would organize the students into small groups so that they mull over the problems and come up with appropriate responses that enhance students’ participation in classwork. I would then conduct class discussions in which I would choose randomly a group to come forward to explain their response before the classmates; this enables the students to evaluate the solutions and arguments of their classmates by allowing them to voice their agreements or disagreements. This would go a long way in ensuring full participation as they would actively listen to their classmates’ explanations. Lastly, I would instruct the learners to carry out further studies to enhance their thinking as well as have a firm grasp of the concept (Van-de-Walle et al. 2013).
The National Council of Teachers of Mathematics (NTCM) content and process standards for mathematics involve mathematical skills, knowledge, and understanding that pre-unit to grade twelve learners should acquire. I have aligned my mathematics instruction with these standards through micromanaging the methodology to the learning activities implored in teaching mathematics by improving the thinking ability of the learners through the use of teaching aids and subject content (Van-de-Walle et al. 2013).
The Common Core Standards for Mathematical Practice (SMP) delineate the tenet of understanding among the learners in their mathematical learning activities. I have introduced learning resources as part and parcel of the strategies used in teaching mathematics in the form of models, regalia, maps, references, and diagrams. These tools assist learners to visualize and internalize the concept. As a teacher, effective delivery of content starts right at preparation (Van-de-Walle et al. 2013). Thus, I would place high significance in preparation commencing with mastery of the content accompanied by the teacher’s notes, reference materials, relevant teaching aids, and good classroom management during the presentation of the content to meet the NCTM standards. Also, I would incorporate a dynamic and flexible approach to accommodate the variances of technology and inventions to meet the CCSMP (Booker et al. 2010).
References
Booker, G., Bond, D., Sparrow, L., & Swan, P. (2010). Teaching primary mathematics (4th ed.). Frenchs Forest, NSW: Pearson Australia.
Van-de-Walle, J.A., Karp, K.S., & Bay-Williams, J.M. (2013). Elementary and middle school mathematics: Teaching developmentally (8th ed.). Boston, MA: Allyn & Bacon