To motivate students the mathematics must be accessabile to the students. Below are instructional practices that come from Matters and Interest Counts: Fostering “Motivation Engagement in Mathematics”, p. 121. Analytic scaffolding: Social scaffolding: Scaffolding to promote developing Scaffolding mathematical Scaffolding the classroom autonomy, self-regulation, and understanding’s development community’s development owenership Select optimally Talk about talking. Model self-monitoring. challenging tasks a Explicitly clearify – good match between the expectations for Explicitly communicate tasks’ demands and working together and how tasks build on students’ prior talking about students’ prior knowledge knowledge. mathematics. and experience. Don’t avoid Reinforce desired Give learners choices. “telling.” Use telling judiciously. behaivior through Allow students to choose Be explicit at times. modeling, including strategies that make sense asking clarifying to them. Give students questions and giving Transfer to students the representational tools to elaborated, meaningful responsibility for making make sense of explanations. of mathematics. mathematics. Create a Provide meaningful Ask focusing questions to nonthreatiening rationales for activities. direct students’ attention. environment where Give students descriptive Press students to make students feel safe feedback and comments elaborated, meaningful taking intellectual on their progress. explanations of their risks. thinking. Provide emotional Give students an support by mediating appropriate amount of frustration and offering time to work on tasks. encouragement. View and students’ errors constructively. Mathematical Mindsets: Unleashing Students’ Potential through Crative Math, Inspiring Messages and Innovative Teaching, by Jo Boaler, 2016. Provides reseach on how the brain reacts to mistakes and ways teachers can change the way students view mistakes. I Have Who Has Activity
To motivate students the mathematics must be accessabile to the students. Below are instructional practices that come from “Motivation Matters and Interest Counts: Fostering Engagement in Mathematics”, p. 121. Analytic scaffolding: Scaffolding mathematical understanding’s development Social scaffolding: Scaffolding the classroom community’s development Scaffolding to promote developing autonomy, self-regulation, and owenership Select optimally challenging tasks – a good match between the tasks’ demands and students’ prior knowledge. Don’t avoid “telling.” Use telling judiciously. Be explicit at times. Give students representational tools to make sense of mathematics. Ask focusing questions to direct students’ attention. Press students to make elaborated, meaningful explanations of their thinking. Give students an appropriate amount of time to work on tasks. View and students’ errors constructively. Talk about talking. Explicitly clearify expectations for working together and talking about mathematics. Reinforce desired behaivior through modeling, including asking clarifying questions and giving elaborated, meaningful explanations. Create a nonthreatiening environment where students feel safe taking intellectual risks. Provide emotional support by mediating frustration and offering encouragement. Model self-monitoring. Explicitly communicate how tasks build on students’ prior knowledge and experience. Give learners choices. Allow students to choose strategies that make sense to them. Transfer to students the responsibility for making of mathematics. Provide meaningful rationales for activities. Give students descriptive feedback and comments on their progress. Mathematical Mindsets: Unleashing Students’ Potential through Crative Math, Inspiring Messages and Innovative Teaching, by Jo Boaler, 2016. Provides reseach on how the brain reacts to mistakes and ways teachers can change the way students view mistakes. I Have Who Has Activity