Creation Essay Everyday Life Spirituality

Creation Essay Everyday Life Spirituality-85
Of course, a mathematical task that is meaningful to a student will provide more motivation than a task that does not make sense.The rationale behind the criterion above is that both meaning and motivation are required.Further-more, he observes that School-to-Work experiences, first intended for students who were not planning to attend a four-year college, are increasingly being seen as useful in preparing students for such colleges.

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Calculators and computers make it possible now to introduce realistic applications throughout the curriculum.The real power is in connecting to students' thinking.There is growing evidence in the literature that problem-centered approaches—including mathematical contexts, "real world" contexts, or both—can promote learning of both skills and concepts.In one comparative study, for example, with a high school curriculum that included rich applied problem situations, students scored somewhat better than comparison students on algebraic procedures and significantly better on conceptual and problem-solving tasks (Schoen & Ziebarth, 1998).This finding was further verified through task-based interviews.The significant criterion for the suitability of an application is whether it has the potential to engage students' interests and stimulate their mathematical thinking. 38) Mathematical problems can serve as a source of motivation for students if the problems engage students' interests and aspirations.Mathematical problems also can serve as sources of meaning and understanding if the problems stimulate students' thinking.Research with adult learners seems to indicate that "variation of contexts (as well as the whole task approach) tends to encourage the development of general understanding in a way which concentrating on repeated routine applications of algorithms does not and cannot" (Strässer, Barr, Evans, & Wolf, 1991, p. This conclusion is consistent with the notion that using a variety of contexts can increase the chance that students can show what they know.By increasing the number of potential links to the diverse knowledge and experience of the students, more students have opportunities to excel, which is to say that the above premise can promote equity in mathematics education.The relationships among teachers, students, curricular materials, and pedagogical approaches are complex.Nonetheless, the literature does supports the premise that workplace and everyday problems enhance mathematical learning, and suggests that if students engage in mathematical thinking, they will be afforded opportunities for building connections, and therefore meaning and understanding.

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