Math teacher

[gerince]

Do you think that math teachers are the reason why a very big part of the people in the world are not good at Maths or the problem is elsewhere?

[DArk0n3]

I think teachers are in part responsible for the notoriety of mathematics, but the mean reason for the lack of interest in the subject are the students themselves. Most people want to learn something pragmatic, which is directly related to the world around us, something which they can apply in their everyday life. Those people find mathematics boring and useless and I am not denying their reasoning. But if these people start valuing subjects not just by their applicability in the everyday life and start seeing the intrinsic value and spillover effects of mathematics I am sure their love for the subject will certainly grow.

[gerince]

Thanks for your answer. I agree that if people don't see the sense in doing something neither the teacher, nor someone else can convince them the opposite. But when you are a child you trust in most of the things you see and hear and that's why is so important for you to be surrounded by people and teachers who can explain you things in a simple but also very interesting way. Maybe the reason we can add or divide (something that we do everyday when shopping) is because all the examples in Math classes are simple: If you have 3 apples and add 1 apple..., etc. Children can see the sense in these operations because they are examples from their real life. So, my point is why teachers don’t explain things so well when Math becomes harder, for example in the 4th or 5th grade? I think that students don’t realize why they need to use formulas, why they need to study Algebra or Geometry because a few teachers have explained them what is Math actually. But when they grow up and see that Math is everywhere around them and people who are good at Math are usually good in jobs that are not known as needing Math for doing them, suddenly they realize that they have wasted their time in school just trying to pass the Math test but not to understand it. I think that parents shouldn’t accept the fact that Math is difficult and that’s the reason why their child isn’t good at it. They should think of other ways to help their child understand it because it’s worthed. I hope that more people will start talking about this problem and convince others why we need Math and why Math is not something that only geeks and scientist need to be good at.

[showmyiq]

In 1956 the American scientist Benjamin Bloom, a psychologist from the University of Chicago, published a taxonomy of educational objectives (Taxonomy of Educational Objectives) to cognitive activity, which proved an unusually valuable for the attribute and results of academic work. Taxonomy was developed to train teachers how to classify a given learning task or goal. In this theory is the idea that the objectives and results in training are not the same. For example, remember the scientific facts, important though they are, are on a lower rung of the skill to analyze or asses.

Areas of action

Benjamin Bloom distinguished three areas in educational work:

-cognitive (Cognitive);

-emotional (Affective);

-psychomotor (Psychomotor);

Application of bloom taxonomy

In Bulgarian education special place occupies the taxonomy of Bloom, related to the cognitive area because it became the basis of the creation of the standards laid down in the curriculum. According to the Blum in the cognitive sphere operate six main levels, arranged on the principle "from simple to complicated".

These levels can be seen as varying degrees of difficulty-to absorb a level, must be mastered the previous. The approach allows for measurability of the knowledge, skills and attitude of the student. They are presented in the form of standards into the curriculum in each subject. Bloom taxonomy is used for the classification of the objectives in the training process.

COGNITIVE AREA

FORMULATIONS FOR GENERAL PURPOSES

Verbs for the formulation of specific objectives

Knowledge

• Memory for scientific material already. Concerns of facts to theories and the bottom line is the ability to replicate the necessary information at the time.
• Know the specific facts, know the common terminology, fundamental concepts, functions of ...
• Describes lists, play, formulate, indicates names, selected highlights

Understanding

• The ability to grasp the meaning of the subject. Occurs when transforming the knowledge through explanation, summary, assessing future trends. Use of the information already studied areas
• Of course facts, principles, methods and procedures, assess the consequences.
• Convert, defend, different, evaluate, explain, extend, generalize, give examples, paraphrase, predict, retell defines, discusses, compares.

Annex/Application

• The ability to use the lessons learned in new and concrete situations. Associated with the implementation of the principles, rules, concepts, methods, theories. Knowledge and understanding are applied in completely new, unknown areas and situations.
• Apply concepts and principles in new situations. Demonstrate proper use of the new method or procedure.
• Used proves discovers decided change, develop.

Analysis

• The ability to split a matter of its constituent parts in order to understand and explore the structure and associated with the determination of components, analysis of connections - their exploration of the principles for the Organization of the matter. The higher level of understanding of the meaning is associated except with the content and the structure of the material.
• Recognizes implicitly set forth ideas and assumptions. Identifies the logical paradoxes and sophisticate in reflection. Distinguish facts from inferences. Assess the applicability of the data. Analyze the structure of the plan, project, task. Does the breakdown of the set of its parts(sub sets).
• Divided into components, presented graphically, distinct, differentiated, defines, illustrates, makes findings and conclusions summarizes, stating, connects, selects, divided, subdivided.

Fusion

• Joining the new parts in order to obtain a new whole. Associated with the development of a new method of communication, action plan for research work, project, a system of abstract relations, for example, the classification of information. It requires creative behavior with emphasis on development of new models and structures.
• Develop new ideas
• Well organized the exhibition in a writing topic - well developed and organized speech.
• Develop a plan for the project. Integrating the lessons learned in other areas in a plan to solve a problem.
• Categorize, combine, compile, compiles, creates, invents, designs, explains, generates, modified, rearranged, reconstruct, recognize, revised.

Score

• The ability to grade the value//value of a matter/statement, novel, poem, report, plan, etc./with a purpose.
• The assessments are based on specified criteria. The results of the learning process requires the highest level of cognitive area because contain elements of all the other categories, plus a deliberate assessment of values.
• Assess the logical coherence of the written material, the adequacy of the data supporting the conclusions. Assessing the value of work using internal criteria.
• Evaluate, categorize, compare, make findings and conclusions, criticizing, describes, explains, differentiated, proves, interprets, connects, summarizes, stating, challenged, defend.

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