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Reality pedagogy is a teaching and learning approach which is introduced by Christopher Emdin, professor in the Department of Mathematics, Science and Technology at Teachers College, Columbia University. This approach focuses on the understanding of students by the teacher.
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
Critical mathematics pedagogy is an approach to mathematics education that includes a practical and philosophical commitment to liberation. [1] Approaches that involve critical mathematics pedagogy give special attention to the social, political, cultural and economic contexts of oppression , as they can be understood through mathematics. [ 2 ]
Despite the popular belief that mathematics is race neutral, some research [44] suggests that effective mathematics teaching of culturally diverse students requires a culturally relevant pedagogy that considers students' cultural backgrounds and experiences. The three criteria for culturally relevant pedagogy are academic success, cultural ...
Experimental pedagogy has the potential to significantly impact education by offering evidence-based support for effective practices. Examples of its application include studies on the use of technology in the classroom, the influence of different teaching methods on student motivation, and the examination of factors affecting student achievement.
Research projects: Students research a topic and can present their findings to the class. Field trips: This allows students to put the concepts and ideas discussed in class in a real-world context. Field trips would often be followed by class discussions. Films: These provide visual context and thus bring another sense into the learning experience.
"The teacher’s role in classroom discourse: A review of recent research into mathematics classrooms." Review of educational research, 78, no. 3 (2008): 516–551. Anthony, Glenda, and Margaret Walshaw. "Characteristics of effective teaching of mathematics: A view from the West." Journal of Mathematics Education, volume. 2 (2009): 147–164.
It is an effective method used to teach students who are unable to organize their work and depend on the teachers for instructions. [12] It is also used to teach basic skills of reading and writing. The teacher or the literate is the source of knowledge and the knowledge is transmitted to the students through didactic method. [13]