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& Insert 2 ws after 3rd row.
* Insert 2 columns before 5th column
6 Free top two w
7. Split the screen vertically after column F
& Delete the inserted rows and columns
9 Remove the split view
Vpisate to next worksheet in the workbook
Answers
Answer:
(This is the first post in a three-part series)
The new question-of-the-week is:
What are the biggest mistakes made in math instruction and what should teachers do instead?
We all make mistakes, and this series will explore which ones might be particularly unique to math teachers!
This series will “kick off” with responses from Bobson Wong, Elissa Scillieri, Ed.D, Beth Brady, and Beth Kobett, Ed.D. You can listen to a 10-minute conversation I had with Bobson, Elissa, and Beth on my BAM! Radio Show. You can also find a list of, and links to, previous shows here.
Response From Bobson Wong
Bobson Wong (@bobsonwong) has taught high school math in New York City public schools since 2005. He is a three-time recipient of the Math for America Master Teacher fellowship, a recipient of the New York State Master Teacher Fellowship, and a member of the advisory board for the National Museum of Mathematics. As an educational specialist for New York state, he writes and edits questions for state high school tests:
When I look back at unsuccessful lessons that I’ve taught, I find that they have many things in common. The list below contains some of the biggest mistakes I’ve made in my math instruction over the years and how they can be avoided.
Forget about why students need to know the math. “Why do we need to know this?” is a question that students ask all the time. Many lessons fail because they don’t adequately address this basic but important question. Answering it properly provides a solid foundation for the rest of the lesson. If the topic has a real-world application, then coming up with the right motivation is easy. However, a good motivation in a math lesson can often be as simple as asking students to find a pattern or extend their knowledge to unfamiliar situations. This technique is especially useful for topics like geometric proofs or multiplying polynomials that are too abstract to connect directly to the real world. Sites like Ask Dr. Math are excellent resources for giving clear explanations of mathematical questions, like why we can’t divide by zero
.
Ignore the relationships between mathematical ideas.
English and social studies teachers know that students need to organize their thoughts in an outline before writing an essay. Creating an outline helps students see the big picture by ordering information logically and seeing connections between ideas. We can use the same technique when we teach math by looking at each lesson as part of a larger unit and thinking about how each lesson relates to concepts that students already learned. For example, abstract ideas such as multiplying polynomials like (2m + 1)(3m + 2) can be easier to understand if we relate them to familiar ideas like multiplying 21 x 32.
Don’t customize your lesson for your students.
With so many math education resources available in textbooks and the internet, copying someone else’s lesson is tempting. However, it can lead to disaster in the classroom. A motivation that may work for one class may make no sense to another. Some classes may not understand the vocabulary or explanations used in someone else’s lesson. In addition, finding the right combination of problems for your students is critical. If the problems are too difficult, students will get frustrated. If the problems are too easy or repetitive, they will get bored and start misbehaving. If they can’t relate to the problems, they will feel lost. Problems should get progressively more challenging but at a rate where students have enough confidence doing easier problems that they can advance to harder ones. Writing a good lesson requires knowing your students’ abilities and comfort levels so that you can customize it for them.
Use sloppy language. Good math instruction isn’t just about correct calculations or procedures. To convey mathematical ideas clearly, we need to model proper mathematical language for our students, many of whom are so accustomed to auto-correct features on electronic devices that they lack precision. We should avoid ambiguous phrases like “cancel” or “move to the other side.” We also have to teach students how to concisely and precisely explain mathematical concepts so that they don’t resort to saying, “You know what I mean.” Using language techniques familiar to English teachers (such as word walls, visual aids, graphic organizers, and student dictionaries) can improve student understanding of math vocabulary.
In short, good math instruction helps students see how ideas connect logically, how math relates to the real world, and how these ideas can be clearly expressed.
Response From Elissa Scillieri