Teaching Student-Centered Mathematics: Chapters One and Two

Teaching Student-Centered Mathematics: Chapters One and Two

One of the most outstanding aspects of this chapter is how some students, especially girls, depend on specific tools to solve different mathematical problems. Van de Walle et al. (2018) note that students fear trying new tools and strategies (p. 3). Nonetheless, educators should expose them to various tools so that they can choose the most effective way to solve a specific problem. Another idea worth noting in the chapter is the significance of manipulatives in promoting relational understanding (Van de Walle et al., 2018, p. 8). However, giving standard instructions on how to solve the problem hinders students from incorporating different problem-solving strategies. It surprises me how a mathematics classroom steers understanding. After reading Chapter One, I learned that a teacher’s teaching strategies and pedagogy influence students’ performances.

A question that came up after reading the chapter is: what are the essential tools for educators to successfully promote constructivism in a mathematics classroom?

Chapter Two

In this chapter, it is essential to note that using problem-solving techniques is an effective teaching technique, especially in solving mathematical problems (Van de Walle et al., 2018, p. 16). Students acquire desired skills through solving problems that have no specific methods. Another critical idea in the chapter is the importance of engaging learners in a productive struggle to improve their cognitive and problem-solving skills (Van de Walle et al., 2018, p. 18). When students learn that struggling is part of achieving success, they are motivated to achieve their goals through the struggles. It also surprises me that a student’s talk throughout a mathematics lesson has significant value to their learning process since they evaluate problems, share ideas, and solve them.

After reading the chapter, the question that came to mind is: what skills do educators require to promote an effective learning environment for the young student to improve their creativity in solving mathematical problems?

References

Van de Walle, J. A., Lovin, L. H., Karp, K. S., & Bay-Williams, J. M. (2018). Teaching student-centered Mathematics: Developmentally appropriate instruction for grade Pre-K-2 (3rd ed., Vol. I). Pearson.

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Professor instructions:
1. READ CHAPTER 1 (setting a Vision for Learning High-Quality Mathematics) & Chapter 2 (Teaching Mathematics through Problem Solving) in the textbook listed below

Teaching Student-Centered Mathematics- Chapters One and Two

2.  Two main ideas of each chapter (with page numbers where you got it)
3. At least 2 pieces of information that surprised you (and why) OR was new to you OR you disagreed with (and why) and a question you have after reading this chapter.