Strengthening mathematical learning with class atmosphere and design in elementary school

Abstract

Engagement in mathematics should be expected of all students, and the learning environment should be one where students are actively involved in doing mathematics. Challenging problems should be posed and students should be expected to work on them individually and in groups, sometimes for extended periods of time, and sometimes on unfamiliar topics. They should be encouraged to develop traits and strategies— such as perseverance, cooperative work skills, self-assessment, selfconfidence, decision-making, and risk-taking — which will be key to their success in mathematics. No need to say that class atmosphere plays important role for students and encourage and discourage them for study, in particular mathematics. Children are naturally curious about themselves and their environment. A natural way with which they try to satisfy their curiosity is to ask questions. The main theme of this regular lecture is to argue that student questioning should be made a stronger part of classroom teaching and learning of mathematics than is currently practiced in many countries. It is not very easy for teachers just with the talking gain the student attractions in mathematic classes. Mathematic is science, literature, geography or history that teacher be able to create a story. This research shows ideally, to promote student engagement in learning, two sets of factors must align. The first set of factors include that the students have the requisite prior knowledge, the curriculum is relevant to them, the classroom tasks interest them, and the pedagogies and assessment regimes match their expectations. The second set of factors relate to their goals for learning, their willingness to persist, and the extent to which they see participation in schooling as creating opportunities.