The first "stop" comes from the joke Hewwit shows at the beginning and the question he raises. For many students, they only know very similar problems that they've been taught, even if they don't know them under a different name. This means that, in the teaching of mathematics, many students do not understand the logic of learning but rather memorize. How to get students out of the mode of teaching maths as rote learning and develop more ways of thinking is something that we new teachers need to reflect on.
My second "stop" is that Hewwit gave more examples of 2+3. How do you think Hewitt developed the 2+3? I was very inspired by this, and in my short-practicum my SA also talked about the need for teachers to be flexible and use a variety of examples in their lectures to help students understand the content. This is a skill I should develop.
I also realized that in the videos we watched in class, the point that inspired me was that we shouldn't just leave the maths classroom to books and paper and pencil, we can use the environment to engage the students and get them involved.
When developing the fraction problems, I think Hewwit developed them step-by-step according to the difficulty of the problem, starting with answering the question for specific numbers, moving on to more general answers, and finally getting to the mathematical laws. It is important to develop mathematical problems step by step, with simple thinking to further think of deeper and more mathematical problems that will exercise the students' mathematical thinking.
Based on these two videos I feel that in my teaching I should be more interactive with my students, where they can start to think actively, exercise their sense of mathematical thinking, and understand how mathematical knowledge works in concrete terms.
Hi Chernie, thank you for sharing your insights on Hewitt's approach, highlighting crucial challenges in math education. The distinction between rote learning and grasping the logic behind mathematical concepts is a significant aspect. Your point about promoting interactivity and active thinking in students resonates with Hewitt's approach. Encouraging students to actively engage with mathematical concepts and comprehend their real-world applications appears to be a potent teaching strategy. I'm curious, how do you intend to integrate these interactive elements into your lessons, especially considering the diverse learning styles and abilities among your students?
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