Research article of American Journal of Educational Research and Reviews
Improving Learning Effectiveness- Some Aspects Shouldn’t Be Ignored in Mathematics Teaching
Columbus Humanities Arts and Technology Academy, ACCEL Schools, Ohio, USA, 43229
There are abundant educational resources in the USA, but the performance of math education in primary and secondary schools is not so well, and has lagged behind some Asian countries including developing countries. Among many reasons, the crucial reasons are how teachers teach, how students learn, and the level of school teaching management. This paper focuses on how teachers teach in five aspects, particularly emphasizes on how to improve students’ retention and understanding of knowledge, and to enhance learning and thinking abilities. It points out that teachers should constantly remind students to maintain basic facts, create assignments for students by combining regular methods with the strategies of interleaved and spaced practice, build connections among knowledge, pay attention to improve students’ ability of problem-solving, and use some complementary approaches to generate students’ interest, participation, memory and concentration in math. And also it mentions that self-discipline, persistence and confidence are significant in prompting learning efficiency. In addition, some suggestions are put forward for school education management in supporting teaching and learning.
Keywords: memory, understanding, practice, procedure, connection, problem-solving
How to cite this article:
Yuqing Yan. Improving Learning Effectiveness- Some Aspects Shouldn’t Be Ignored in Mathematics Teaching. American Journal of Educational Research and Reviews, 2020,5:74. DOI: 10.28933/ajerr-2020-07-1505
1. Glenda Anthony, Margaret Walshaw. Effective Pedagogy in Mathematics. Educational Practices Series-19. UNESCO International Bureau of Education. 2009. Pages 32.
2. Barbara Oakley. A Mind For Numbers: How to Excel at Math and Science (Even If You Flunked Algebra)M. Tarcher Perigee. 2014.
3. Rohrer, D., Dedrick, R. F., Hartwig, M. K., & Cheung, C.-N. (2020). A randomized controlled trial of interleaved mathematics practice. Journal of Educational Psychology, 112, 40-52.
4. Rohrer, D., Dedrick, R. F., & Stershic, S. (2015). Interleaved practice improves mathematics learning. Journal of Educational Psychology, 107(3), 900-908.
5. Sean H. K. Kang. Spaced Repetition Promotes Efficient and Effective Learning: Policy Implications for Instruction. Policy Insights from the Behavioral and Brain Sciences 2016, 3(1) 12-19.
6. Jensen, B., Hunter, A., Sonnemann, J., & Burns, T. (2012). Catching up: Learning from the best school systems in East Asia. Grattan Institute.
7. Nisbet S . Teaching mathematics for understanding J. Steadfast Press, 2010. pp: 1-12.
8. Doug Rohrer, Robert F. Dedrick, etl al.. A Randomized Controlled Trial of Interleaved Mathematics Practice J. Journal of Educational Psychology, 112(1), 40–52.
9. Rohrer D , Taylor K . The effects of overlearning and distributed practise on the retention of mathematics knowledge J. 2006, 20(9):1209-1224..
10. Stylianides A J , Stylianides G J . Learning Mathematics with Understanding: A Critical Consideration of the Learning Principle in the Principles and Standards for School Mathematics J. Montana Mathematics Enthusiast, 2007. 14(1), pp: 103-114.
11. Richard Rusczyk. The Pros and Cons of Math Competitions. SEPTEMBER 15, 2016. https://artofproblemsolving.com/news/articles/pros-cons-math-competitions
12. Gerard W. Kelly. Shortcut mathM. Dover Publications, April 1984.
13. Hermann Ebbinghaus (1885), Translated by Henry A. Ruger & Clara E. Bussenius (1913). Memory: A Contribution to Experimental Psychology. https://psychclassics.yorku.ca/Ebbinghaus/index.htm
14. Stina Söderqvist and Sissela Bergman Nutley. Working Memory Training is Associated with Long Term Attainments in Math and Reading. Frontiers in Psychology, 2015, 6(118):1711.
15. Gathercole S E , Lamont E , Alloway T P . Working Memory in the Classroom. Educational Research & Reviews, 2006, 1(5):382-385.
16. Alexandra Piacenza. 10 Mnemonic Devices That Every Elementary Schooler Will Remember. December 24, 2014. https://www.noodle.com/articles/10-mnemonic-devic-es-that-every-elementary-schooler-will-remember
17. Nidhi Suman. Use of Mnemonics for Teaching Mathematics at the Primary Level J. The International Journal of Indian Psychology. 2016: 3(2),pp: 51-57.
18. Kathy DeLashmutt. A Study of the Role of Mnemonics in Learning Mathematics. July, 2007. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1006&context=mathmidsummative
19. BARRY SCHWARTZ. Attention Must Be Paid! Schools need to teach students to maintain attention, not cater to short-attention spans. SEPT 23, 2013 2:40 PM. https://slate.com/ human-interest/2013/09/paying-attention-is-a-skill-schools-need-to-teach-it.html