Innovation in Mathematics Teaching
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This document discusses strategies for improving mathematics education. It suggests reexamining the curriculum structure and exploring innovative teaching methods like problem-based learning, inquiry learning and blended learning. Specific problems with traditional teaching are identified, such as its abstract nature and lack of real-world applications. The document advocates making math more meaningful and beautiful through creative, collaborative approaches rather than memorization. New frameworks are proposed that emphasize conceptual understanding, connect math to other subjects and the real world, and optimize classroom time for higher-level thinking.
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Innovation in Mathematics Teaching
- 1. Abd Karim Alias@2015 ABD KARIM ALIAS UNIVERSITI SAINS MALAYSIA ([email protected]) Math(s) Making Meaningful Beautiful n i = 1
- 2. Issues in Mathematics Teaching 1 Strategies & Innovation 2 Abd Karim Alias@2015 Agenda
- 4. Unleashing students POTENTIAL through creative maths, inspiring messages and INNOVATIVE TEACHING Abd Karim Alias@2015
- 5. Please list the issues that you think your students are facing (struggling) in learning mathematics. Abd Karim Alias@2015 ACTIVITY (5 minutes)
- 6. What Skills are Useful in Innovation-Driven Societies? • Mathematical problem solving • Mathematical reasoning • Mathematical creativity and critical thinking • Mathematical communications
- 7. Any educator should master three types of knowledge:! Abd Karim Alias_2013 1. content knowledge—knowledge of the facts, principles and methods in the discipline that is being taught, 2. pedagogical knowledge—understanding of the learning process and the conditions that facilitate and hinder it, independent of the discipline in which the learning takes place, and 3. pedagogical content knowledge—to denote knowledge and understanding of the learning process in the context of a particular discipline.
- 8. What are the problems with the traditional way of teaching mathematics? …the way math is traditionally taught reinforces the idea that it's an innate talent Photo by Meg Lauber on Flickr. Abd Karim Alias_2015
- 9. Abd Karim Alias_2015 Quinn Dombrowski on Flickr! Many students disengage from learning mathematics…WHY?
- 10. 10! Abd Karim Alias@2013!
- 12. The Four Pillars Upon Which the Failure of Math Education Rests* (and what to do about them) *Matthew A. Brenner,The Four Pillars Upon Which the Failure of Math Education Rests Abd Karim Alias_2013
- 13. The Four Pillars Upon Which the Failure of Math Education Rests* (and what to do about them) The approach (not content) of math education is too abstract and decontextualized Math education conveys rituals and procedures but not understanding Metacognitive activity is absent in math education Sociolinguistic obstacles to success in mathematics Pillar 1 Pillar 2 Pillar 3 Pillar 4 *Matthew A. Brenner,The Four Pillars Upon Which the Failure of Math Education Rests Abd Karim Alias_2013
- 14. Math demands creativity, collaboration and discussion more than memorization, drills and just hurrying to get the right answers Photo byYoel Ben-Avraham on Flickr. Abd Karim Alias_2013
- 15. Making Mathematics Meaningful & Beautiful — HOW? Abd Karim Alias@2015
- 16. What are new strategies or innovations you have done to make learning mathematics more meaningful and effective? Abd Karim Alias@2015 ACTIVITY (5 minutes)
- 17. Explore new innovative delivery methods
- 18. Conventional Approach Abd Karim Alias_2013 Problem Connection to real world Problem Problem Problem Problem MATHEMATICS
- 19. New Framework Calculus Probability Number Theory Statistics Algebra Connection to other subjects Real World
- 20. Re-examine Curriculum! Abd Karim Alias_2013 We need to redesign our Math courses to clearly build on complimentary skills and emphasize the inter- relatedness of Algebra, Statistics, Chemistry, Physics, Geometry, Engineering, Economics, and even Calculus (and even Music, Poetry, History,Art,Architecture, and Philosophy). Mathematics curricula should be redesigned to highlight and have students experience the very real everyday applications
- 21. Dan Meyer on Real World Math Abd Karim Alias@2015
- 22. Lower level thinking Higher level thinking Generating new ideas, being innovative, viewing things in different ways Bloom Taxonomy (revised) Abd Karim Alias_2013
- 23. New Framework, New Paradigm > Re-examining the structure of the curriculum, > Explore innovative delivery methods Abd Karim Alias_2013
- 24. Memorable & meaningful learning experiences Image source: h:p://office.microso?.com/en-‐us/clipart/ Experiential learning Collaborative learning Immersive learning Problem-based learning Blended learning Enquiry-based learning Abd Karim Alias_2013 Cooperative learning
- 26. PROBLEM-BASED LEARNING (PBL) IN MATHEMATICS Abd Karim Alias@2015 A Tool for Developing Students’ Conceptual Knowledge
- 27. Many students lack a deep understanding of math concepts. Teachers find it difficult to develop a real-life hook for students to work through problem solving independently. PBL is a promising approach not only to build math understanding but also to test students’conceptual knowledge. PBL requires teachers to present students with multifaceted, real-life problems and act as facilitators supporting students in organising their own learning. Abd Karim Alias@2015 PBL in Mathematics
- 28. What kind of mathematics problems help students develop deep, conceptual understanding? Abd Karim Alias@2015
- 31. http://www.flickr.com/photos/42232541@N04/4267059618/ 1. What can you learn from Ms. Brookins and Mr. James about linking math to stories? 2. How do real-word scenarios increase engagement and retention of concepts? 3. Why is it important to give students a chance to apply their learning? Connecting math to life
- 32. Abd Karim Alias@2015 ENQUIRY LEARNING
- 34. http://www.flickr.com/photos/42232541@N04/4267059618/ 1. How does this strategy encourage independence? 2. What kinds of questions do Ms. Brookins and Mr James ask their students? 3. How could this strategy be used to help students critique the work of others? ENQUIRY LEARNING
- 36. Photo by Ben+Sam - Creative Commons Attribution-ShareAlike License http://www.flickr.com/photos/11080385@N05 Created with Haiku Deck
- 37. Abd Karim Alias@2014 Bite-size learning (microlearning) “The process of learning through short, digestible and well-planned units” ~Grovo
- 38. Abd Karim Alias@2014 Bite-size learning (microlearning) Learn anything in small chunk—that’s the basic premise of bite-size learning. It makes sense to breakdown content into a small, manageable segments.
- 40. 40 Engage students before, during and after the class
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- 42. Abd Karim Alias@2014 Welcome to the brave new world of
- 43. 43 Abd Karim Alias@2014
- 44. 44 Blending F2F with MOOC! Abd Karim Alias@2015
- 47. 47 Abd Karim Alias@2015
- 48. 48 Abd Karim Alias@2015
- 49. 49 Abd Karim Alias@2015
- 50. 50 Abd Karim Alias@2015
- 51. 51 iTunes U
- 52. New Framework, New Paradigm > Re-examining the structure of the curriculum, > Explore innovative delivery methods Abd Karim Alias_2013
- 53. New Framework, New Paradigm > Re-examining the structure of the curriculum, > Explore innovative delivery methods Abd Karim Alias_2013
- 54. > Conceptual, > Contextual Optimize classroom time for… Abd Karim Alias_2013
- 56. http://www.flickr.com/photos/42232541@N04/4267059618/ Professor Jim Fowler has spent more than 1000+ hours on his Calculus course on Coursera Professor is making calculus go viral
- 57. http://www.flickr.com/photos/42232541@N04/4267059618/ • Calculus One has enrolment >100,000 students • Fowler built MOOCulus* *a quiz program full of customized hints and automatically generated extra problems in areas where individual students need help.
- 59. Photo by Anne Davis 773 - Creative Commons Attribution-NonCommercial License http://www.flickr.com/photos/46353871@N00 Created with Haiku Deck
- 60. MATH EDUCATION NEEDS A MAKEOVER! ABD KARIM ALIAS Centre for Development of Academic Excellence (CDAE) Universiti Sains Malaysia Photo by Federica Olivieri on Flickr.