GOALS OF TEACHING MATHEMATICS

THE NEED AND SIGNIFICANCE OF TEACHING MATHEMATICS

Teaching is a career that guides the thoughts of the next generation, training them to think clearly where other would only founder. It calls for a combination of skills demanded by few other professions and bring reward like no other, too. In is a career respected by the whole community and it also pays pretty well.

AIM AND OBJECT IVES IN TEACHING MATHEMATICS

To develop a good understanding of numbers and the number system:

    Maximizing their counting ability.

    Achieving a sound grasp of the properties of numbers and number sequences including negative numbers.

    Achieving a good understanding of place value and ordering, including reading and writing numbers.

    Understanding the principles and practice of estimating rounding.

Strategic Aims

Typically, math teachers organize their curriculum by first setting broad strategic aims and then by dividing the contents into detailed objectives. Aims should be age-appropriate and specific to the grade level. For example, a second-grade teacher might set an aim such as "Help student’s master addition and subtraction." A high school algebra teacher might set an aim to "Teach students how to solve equations for unknown values." Aims give math teachers an outline that clearly defines what they plan to accomplish during the course of the year.

 

Specific Objectives

Math objectives are more specific than aims and help teachers create daily and weekly lesson plans. If we think about the format of an outline, aims are similar to the Roman numeral headings of I, II, III and IV, for example, and objectives are the alphabetic and numeric sub-points. Math objectives always break down by grade level. For example, a seventh-grade teacher might establish an objective such as "Teach students how to convert rational numbers to decimals, using long division." Math objectives centre on specific types of calculations, processes, equations, theorems and measurements that are appropriate for the specific grade level. For example, a first-grade objective might be as simple as "Teach students how to tell time on an analogy clock."

Academic Guidelines

Teachers should use state-mandated academic guidelines to establish aims and objectives for the year. Our state supports the Common Core State Standard Initiatives; we might use the content in the math introduction overview, organized by grade level, to create your primary aims. Because aims are general in scope, focus on overriding themes and general math principles, as they relate to your age group. For example, a fourth-grade teacher might set an aim to "Help students learn to perform geometric measurements." Use specific, detailed content to craft objectives such as "Teach students how to measure angles and lines using protractors and geometric equations."

Mathematical Life Skills

The overriding reason for establishing math aims and objectives is to help students apply mathematical principles to their daily lives. For example, students not only need to understand general academic concepts, such as how to perform calculations, but they also need to know how to apply specific objectives to real world situations. For example, a student might need to multiply decimals, so she can calculate tax on her store purchases. Or, a high school student might need to calculate miles-per-gallon over time, so he can budget gas expenses for his first car. A clear set of aims and objectives can help you equip your students to develop important math-related life skills.

IMPROVING SPEED

a)Achieving a good understanding of number operations and relationships.

b)    Achieving rapid mental recall of numbers facts

c)Maximizing the ability to undertake calculation using pencil and paper methods.

TO DEVELOP A GOOD ABILITY SOLVE PROBLEM

1. Developing the ability to make decisions.

E.g. Deciding which operation and method of calculation to use.

2. Improving the ability to solve problems involving numbers in context

PRACTICAL AND SOCIAL AIMS OF TEACHING MATHEMATICS

Teaching secondary school mathematics is a research based introduction to the professional knowledge, attributes and practices needed to teach mathematics well at secondary level. They outline the secondary mathematical curriculum and methods of assessment, and examine the pedagogical strategies teachers can use to engage student interest in mathematical concepts.

The core mathematical topics covered at secondary level are reviewed and the authors also explore the issues teachers need to consider with students of diverse backgrounds. The combination of research and practical teaching ideas ensures current and worthwhile advice for teaching ideas ensures current and worthwhile advice for teaching secondary or middle school students.

INSTRUCTIONAL OBJECTIVES

KNOWLEDGE

The pupil acquires knowledge of terms, concepts, symbols, definitions, principles, processes and formulae of mathematics at the secondary stage.

SPECIFICATION

To demonstrate the achievement of above objectives, the pupil

1. Recalls or reproduces

2. Recognizes.

UNDERSTANDING

The pupil develops understanding of terms, concepts, symbols, definitions, principles, processes, and formulae of mathematics at the secondary stage.

SPECIFICATION

The pupil’

a)     Give illustrations.

b)    Detects errors and correct them.

c)     Compares.

d)    Discriminates between closely related concepts

e)     Estimates the results

f)      Interprets

g)     Verifies

APPLICATION

The pupil applies his knowledge and understanding of mathematics to unfamiliar situation.

SPECIFICATIONS

The pupil,

1. Analyses and finds out what is required.

2. Finds out the adequacy, superfluity or relevancy of data

3. Establishes relationship among the data

4. Suggests alternative methods

5. Generalizes

6. Infers

SKILL

To acquire skills of computation, drawing geometrical figures and grapes reaching tables, charts, graphs etc.

The pupil acquires skill in

1. Compotation

2. Drawing geometrical figures and graphs

3. Reading tables, charts, graphs etc.

COMPUTATIONS

SPECIFICATIONS

The pupil,

1. Carries out oral calculations with ease and speed

2. Carries out written calculations with ease and speed

GENERAL INSTRUCTIONAL OBJECTIVES

An intended outcome of instruction that has been stated in appropriate general terms to encompass a domain of student performance. It must be further defined by a set of specific learning outcomes.

Formulate general objectives of instruction that describe types of behavior students should exhibit In order to demonstrate that they have learned. Under each general objective list up to five specific learning outcomes.

OBJECTIVE

The end of the course, learners should know the basic operation of mathematics system.

SPECIFIC OUTCOMES

Learners should be able to:

1)    Install new software

2)    Copy and erase files

3)    Use chooser to select a file server and a printer

4)    Use control panel for setup

5)    Add aliases into apple menu and startup folder.

SPECIFIC LEARNING OUTCOMES

Learning outcomes describe what a student expected to know, understand or be able to demonstrate at the end of a course in order to obtain a passing grade. Learning outcomes can be for other individual courses and entire degree program. Learning outcomes are student-centered rather than teacher-centered, in that they describe what the students will do, not what the instructor will teach. Learning outcomes are not standalone statements. They must all relate to each other and to the title of the unit and avoid repetition.

Learning outcomes refer to observable and measurable:

1. Skill

2. Knowledge

3. Attitudes

THE COGNITIVE DOMAIN

This contains objective which are related to the acquisition and application of knowledge and understanding and probably includes the great majority of education and training objectives.

Level 6: Evaluation

Level 5: Synthesis

Level 4: Analysis

Level 3: Application

Level 2: Comprehension

Level 1: knowledge

THE AFFECTIVE DOMAIN

This contains objectives that are concerned with attitudes and feelings which are brought about as a result of some educational or training process.

Level 5: Characterization

Level 4: Organization

Level 3: Valuing

Level 2: Responding

Level 1: Receiving

THE PSYCHOMOTOR DOMAIN

This contains objectives that deal with the development of manipulative or physical skills - things like measuring, setting up and using equipment, using tools, drawing graphs, and so on

Level 4: Speech Behaviors

Lever 3: non-verbal communication

Level 2: finely coordinated movements

Level 1: gross body movements