The Best Teaching Approach Is ???

For me, I think the most interesting part of the text Experiencing School Mathematics is the comparing of the different approaches used by each school. I think by reading the approaches used, side by side, creates an easy way to compare and contrast the two. Having the students input and commentary added a great deal to the comparison.

Center based approach is a great way to teach certain students. Yes, this method provides a very open concept, allowing students to create their own learning. Yes, by creating their own learning students will have a more memorable and beneficial experience, which will potentially result in great academic achievement. HOWEVER, before any of this amazing and great learning experience can take place, the students have to be capable of learning in this capacity. Students at Phoenix Park demonstrated that any such class using this method can and probably will have students that will not benefit from this style of learning. I am a firm believer in giving students the opportunity to explore all aspects of a student’s capability.

A combination of the two approaches used by the schools would be an ideal effective teaching environment. Placing emphasis on students creating their own learning, and providing the opportunity for them to challenge themselves by going above the outcomes provided. Also, using given resources and texts to solidify what is being learned.

I’m interested to continue reading this text to see how the teachers at both schools continue teaching the students using their approaches, and how the students academic state of mind ends up.

When Good Teaching Leads to Bad Results: The Disasters of “Well-Taught” Mathematics Courses,

In the article, When Good Teaching Leads to Bad Results: The Disasters of “Well-Taught” Mathematics Courses, Schoenfeld (1988), we are looking at how students are lacking true knowledge and comprehension of math.

Using word based problems; we see how students are unable to make real world connections, therefore demonstrating not a lack of comprehension, but rather memorization of a formula, and not necessarily the correct way of doing something. If we look at the example of how many buses are needed, students plugged in a formula they believed to be correct, and that was it resulting with a response as "31 with 12 left over" instead of responding with a number of busses. I wonder if this problem was given to students outside of math if students wouldn’t feel the necessity to just look at this as numbers. Could students answer this problem correctly if we change the context of their learning?


A "good teacher" is identified as one who teaches a number of different ways to look at the same thing so all students "get it". But is this enough? Just because there is more than one way to explain something doesn't make it any easier for students to truly understand. The practice of math and students understanding will be different for every child with every topic, and that's where problems occur. I think it's easy for teachers to say; well their workings are right so that's enough. We need to reinforce the importance of proof of knowledge in students. This can only accomplished by students making connections for themselves.