Teaching Adult Students Mathematical Investigation [electronic resource] : 1 / R. O. Angiama.
This paper is based on research work carried out in the Foundation Course in Mathematics at Goldsmiths College, University of London. The theme of the investigation was to investigate the hidden faces of cubes placed on a table. In order to do this, the following investigational teaching styles and...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1995.
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| Subjects: |
MARC
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| 100 | 1 | |a Angiama, R. O. | |
| 245 | 1 | 0 | |a Teaching Adult Students Mathematical Investigation |h [electronic resource] : |b 1 / |c R. O. Angiama. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1995. | ||
| 300 | |a 17 p. | ||
| 500 | |a ERIC Document Number: ED434000. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Adults Learning Mathematics Conference (2nd, Exeter, England, United Kingdom, July 7-9, 1995). |5 ericd. | ||
| 520 | |a This paper is based on research work carried out in the Foundation Course in Mathematics at Goldsmiths College, University of London. The theme of the investigation was to investigate the hidden faces of cubes placed on a table. In order to do this, the following investigational teaching styles and learning strategies were adopted: investigate different ways of placing cubes together in certain patterns; draw diagrams of different numbers of cubes in each pattern; find out the number of cubes and the number of hidden faces, then try to find a mathematical rule or an expression which gets from one to the other without having to draw the diagrams; check each mathematical rule to see if it is right; and extend the investigation by changing the formation of the cubes when trying to find any other rules about the investigation such as the maximum or minimum number of hidden faces with eight cubes. Teaching adult students mathematical investigation gives an insight into the way they learn mathematics better and removes the barriers of mathematics phobia. It provides a basis for improving the quality of teaching and learning mathematics which leads to an achievement in mathematics education. It has been concluded that when these teaching investigational strategies are implemented in the education system, teachers of mathematics will justifiably be able to say that adult students are achieving in standards in mathematics education. This has wider educational implications for improving professional teaching standards and skills, and learning strategies, objectives, activities, resources, and outcomes. It is argued that while past teaching techniques in mathematics education have shown that adult students can be trained to use their minds and yet not to think, teaching techniques in mathematics education today should require adult students, as well as young people, to think. Equally important is the development of the necessary skills, knowledge, and understanding required for effective teaching and successful career choices by teachers of mathematics. (ASK) | ||
| 521 | 8 | |a Practitioners. |b ericd. | |
| 521 | 8 | |a Teachers. |b ericd. | |
| 650 | 0 | 7 | |a Adult Education. |2 ericd. |
| 650 | 0 | 7 | |a Foreign Countries. |2 ericd. |
| 650 | 0 | 7 | |a Mathematics Achievement. |2 ericd. |
| 650 | 1 | 7 | |a Mathematics Activities. |2 ericd. |
| 650 | 0 | 7 | |a Mathematics Anxiety. |2 ericd. |
| 650 | 1 | 7 | |a Mathematics Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Patterns in Mathematics. |2 ericd. |
| 650 | 0 | 7 | |a Postsecondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
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