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.
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.Tags: Brainstorming College Application EssaysIt HomeworkCritical Thinking And Problem Solving StrategiesEssay On Patriotism For Class 10A Good EssayAssisi Essay ConclusionWriting And Argumentative EssayScience Research Articles 2013Creative Writing Oxford UniversityHow To Write A Hook For A Persuasive Essay
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.
He discusses several such programs that use work-related applications to teach academic skills and to prepare students for college.
In the opening essay, Dale Parnell argues that traditional teaching has been missing opportunities for connections: between subject-matter and context, between academic and vocational education, between school and life, between knowledge and application, and between subject-matter disciplines.
He suggests that teaching must change if more students are to learn mathematics.
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.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.Studies that show superior performance of students in problem-centered classrooms are not limited to high schools.Wood and Sellers (1996), for example, found similar results with second and third graders.The motivational benefits that can be provided by workplace and everyday problems are worth mentioning, for although some students are aware that certain mathematics courses are necessary in order to gain entry into particular career paths, many students are unaware of how particular topics or problem-solving approaches will have relevance in any workplace.The power of using workplace and everyday problems to teach mathematics lies not so much in motivation, however, for no con- text by itself will motivate all students.The inclusion of tasks in this volume is intended to highlight particularly compelling problems whose context lies outside of mathematics, not to suggest a curriculum.The operative word in the above premise is "can." The understandings that students develop from any encounter with mathematics depend not only on the context, but also on the students' prior experience and skills, their ways of thinking, their engagement with the task, the environment in which they explore the task—including the teacher, the students, and the tools—the kinds of interactions that occur in that environment, and the system of internal and external incentives that might be associated with the activity.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.