Donaldson, J.B.; Zager, D.; Jul/Aug2010, Mathematics Interventions for Students with High Functioning
Autism/ Asperger’s Syndrome; Teaching Exceptional Children, Vol. 42 Issue 6, p40-46
The Integrated Behavioral Experiential Teaching, also known as IBET is a program that shows and develops specific needs for HFA and AS students. This article showed the importance of teaching everybody fairly especially for those that need the extra help. They concentrate on students who show difficulty remembering operations throughout an equation, organizing information, and comprehending certain topics such as mathematics. Statistics show that using a checklist for these students comes in handy. Having students write down and do each step continuously helps the student remember what to do and increases their mood to a more positive attitude. Other strategies such as positive reinforcements and being positive help in so many ways.
Ertekin, E; Dilmac, B; Yazici, E; 2009, The Relationship Between Mathematics Anxiety and Learning Styles
Of Preservice Mathematics Teachers, Social Behavior and Personality, An International Journal
Vol. 37 Issue 9, p1187-1195
Throughout this journal they stated how “most current teachers are trained in the traditional education system where the goal is to obtain results in the fastest way.” One other thing that they stated that I found very interesting is that teachers today do not have “constructivist philosophy” training. In result with this information, a student in the specific field of mathematics result in a negative attitude and later on begins the anxiety. It is shown in studies made by the professors that were involved in the journal that teaching styles that are known to be inconsistent negatively affects the academic achievements and increases a negative attitude towards the lesson and discipline and for those that are consistent show an increase on the learners’ achievement. It is also proven when there is a sign of anxiety in a student’s education lifestyle; it is most likely to result in anxiety in their daily life, which is something we need to figure out how to fix.
Hoffmann, R., McGuire, S. Y., Sep/Oct2010, Learning and Teaching Strategies, American Scientist
Vol.98 Issue 5, p378-382
Now a days it is found difficult for students to comprehend what teachers are trying to teach them and in this article it gives useful strategies on how to work both ways. In many statistics there is a downfall in science and math favor students, that later result in less and less math and science teachers. Strategies that were listed in the article for students were taking notes by hand that way it is processed, rewriting notes and paraphrasing notes as well! As for teachers and teaching strategies, one main one was connecting the subject or topic your teaching to current events or to something the students can relate to. Another plus is it doesn’t hurt to combine in humor with the lesson so the students can find some interest in the lesson.
Lu, W., Zhao, S., June 2010, Development on Quality Assurance of Teaching and Learning, Managing
Science and Engineering Vol. 4 Issue 2, p2-68
One thing that was stated quite clearly throughout the journal was “Quality Assurance Teaching gives more stress on the effect of teaching.” The most important thing about being a teacher is the importance of development of the quality of learning! Your main priority should be keeping your up most attention and focus on what the student is learning, how it is being taught, along with the outcomes, and many ways it can be improved. The professors involved in this journal came up with seven major features that can be very useful to the success of the student and the teacher. The steps follow; planning, assurance, responsibilities, outcome staff support, student support, and activities becoming continuous independent project from beginning to end. This journal is most helpful on how to improve the learning ability of the students and how to improve your own teaching methods as a teacher.
Malik, M., Manzoor, Rahman, F., Jul2010, Impact of Theories of Distance Education on Teaching
Learning Process, International Journal of Academic Research Vol. 2 Issue 4, p373-378
This article helped me and the readers evaluate the impact on Distance Education. Based on a survey study taken by academicians, tutors, and students a conclusion was made that stated distance education materials act as a framework in teaching learning process. Most of the population of the students depended strongly on the environment where they were learning. In order for Distance Education to be effective a “strong planning and organization base” is most definitely needed. Giving a student their independent study is not out of the ordinary. It is something that students need to sometime have in order to comprehend certain subjects. It is something all teachers should take into consideration.
Panasan, M., Nuangchalerm, P., 2010, Learning Outcomes of Project-Based and Inquiry-Based Learning
Activities, Journal of Social Science Vol. 6 Issue 6, p252-255
This article was made to prove if project-based learning methods and inquiry-based learning methods made any difference in the students’ outcome of their learning achievement. From what the statistics show and the conclusion of the project the students proved that neither of the project-based nor inquiry-based methods affected them in a certain way. There was some difference but not a big of a difference to be concerned. In conclusion to the activities to show if there was a difference, The Department of Curriculum and Instruction suggested that teachers or in this case science teachers should use both teaching methods in different activities for student to learn in different levels in the future.
Quinton, Sarah, Feb2010, Feeding forward: using feedback to promote student reflection and learning-
A teaching model, Innovation in Education & Teaching International Vol. 47 Issue 1, p125-135
Other than teaching and the teaching method being something important to know as a teacher one other quality you should have if you want to have in order to have a positive impact on the students is the ability to give positive feedback or reflection to students on any type of work. Something that makes a lot of sense but in being a student, you do not see very much, are the types of feedback you need to get in order to give you that little boost you might need to keep going. Between Moon (2002) and Sadler (1989), there are several different points of view on the whole feedback topic. They debate on whether or not it gives a student strength or if a student should come up with their own feedback instead of the feedback of a teacher. One thing I could most definitely use in for what’s to come is feedback is a positive way for reflection.
Shepherd, C.K., McCunnis, M., Brown, L., Hair, M., May2010, Investigating the use of simulation as a
Teaching strategy, Nursing Standard Vol. 24 Issue 35, p42-48
According to Shepard CK et al (2010), they wanted to investigate two different methods of simulation as a teaching strategy to see how it affected their knowledge and decision making. It was proven that students that were exposed different ways of simulated teaching showed much difference in a student’s learning. Since the statistics were made for nursing students the conclusion to the tests were that clinicians need to take into consideration that automated equipment could potentially hurt the student’s skill in the future, but if you think about in other fields of teaching and learning such as high school a good example of this situation is using calculators in mathematics.
Thomas, Herbert, May2010, Learning Spaces, Learning Environments and the dis’placement’ of learning;
British Journal of Educational Technology Vol 44 Issue 3, p502-511
According to Herbert Thomas, Head of the Division e-Learning in the Centre for Higher Education Studies and Development at the University of the Free State in South Africa, learning spaces are a specific learning strategy, for example the student’s “engagement” and “involvement” in the learning process. Said by Cross (2007) most learning does not occur in learning spaces, which affect the student’s learning ability. ‘Designing spaces for effective learning’ stated in the 21st century should have a flexible, future proofed, bold, creative, supportive, and enterprising room in order to learn to your full learning ability. On main thing that the JISC (2006) stated was that a building should fill one with ‘a sense of excitement about learning’, which is so true! That is something any teacher today could use because that is one thing a student first pays attention to is the environment of where they are going to learn.
Zakara, E., Lu, C.C., &David, Md., 2010, The Effects of Cooperative Learning on Students’ Mathematics
Achievement and Attitude towards Mathematics, Journal of Social Sciences Vol 6 Issue 2, p272-
275
The main concern in this journal was the decline in mathematics achievement throughout schools because it is portrayed as a difficult and boring subject. According to Keefe (1997) it is frustrating for teachers and students in the mathematics field but they need to overcome the issues to achieve excellence in mathematics. One solution to the problem is to take into great consideration a student’s individual needs to result in both a successful student and teacher. All in all, the attitude towards mathematics from both the teacher and the student tells the outcome of how you will succeed in the math field.
