Teaching of Advanced Mathematics Essay Example | Topics and Well Written Essays - 3000 words

Teaching of Advanced Mathematics - Essay ExampleBut before that, we must delve further into the importance of the questioning mechanism, thus I shall bring out opinions presented by established mathematicians in relation to this study, as applied to classroom teaching of Mathematics. Ainley, J. as mentioned above, interprets her findings about questioning techniques, on the put in that, when, applied to classroom study, everytime the teacher asks a question, it merely implies her underlying desire in testing the students learning outcome. Therefore, a teachers questioning style is described as guess what is in my mind tactics. Some of the frequent techniques of mathematical questioning range from using open questions, not commenting on answers but waiting for more, manner of speaking in other people, collecting a range of responses on the board, seeking agreement, alternatives and dissent, using or not using hands-up, using names to generate situation response, remaining silent u ntil something else is said, and eventually all efforts culminating towards a successful learning outcome.Jim Smith, in his article Questioning Questioning (1986) in the same study as Ainley, advises to maintain a balance between saying too much so that things become repetitive, to saying nothing at all. Suggesting that students be encouraged to clack enthusiastically about how they have helped other students, be allowed to interrupt teachers with relevant questions, and thereby, enable them to take part in the scheme by Skemp called relational learning (1976 & 1993), which is a flexible methodology that imparts in the student, a genuine interest in the deeper aspects of learning Mathematics, not only through methods and formulae but also by developing in them the much-needed grasping power to form powerful connections, interpretations, eliminate unnecessary fear of complex figures and symbols (such as surds, integrands, graphs, tables, etc.) and a chain of unbroken fellowship to further advance their learning capabilities. Both mathematicians have affirmed the potent power of testing methodologies over simple seeking questions. As discussed in relevant examples above, upon our own close introspection, we can find that several of these questioning techniques are already followed by us in enhancing day-to-day learning activities whatever be the subject of study. In the course lesson example mentioned in this paper, I have designed my scheme to accommodate this very school of thought.In an effort to date the constructive ideas behind methods of questioning, we have at our disposal, a