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| Classroom Management |
| Teacher Expectations |
| Since reform mathematics is so different from traditional mathematics, what is expected of teachers in a reform mathematics setting is also very different from what is expected of a teacher who teaches traditionally. This page was designed to outline some of the key expectations of teachers who will be teaching reform mathematics. The expectations are listed in various categories as seen below. Click on each link for detailed information about each category. |
| Information on this page and the given links is adapted from Contemporary Mathematics in Context - Implementing the Core-Plus Mathematics Curriculum, published by the Everyday Learning Corporation in 1998 |
| Reform mathematics revolves around the idea that students should become active learners of mathematics. Since it is expected for students to become active learners, teachers of reform mathematics must become active teachers. The idea behind active teaching is that it is much more than standing in front of a blackboard and lecturing. Active teaching involves becoming a classroom facilitator and allowing opportunities for students to explore mathematics. |
| Classroom discussion is an essential part of reform mathematics. Therefore it is the responsibility of the teacher to ensure that classroom discussions are productive and effective avenues for learning mathematics. Classroom discussion is most effective when used differently at different parts of the lesson. |
| Managing Classroom Activities |
| Since reform mathematics involves classroom activities on a regular basis, it is important for teachers to manage these activities effectively. Managing activities is not an easy task, and it involves several aspects of management. These aspests include making collaborative learning possible, selecting groups, and developing classroom techniques. These areas are discussed in detail in the links below. |
| There are several things that a teacher is expected to do in order to make collaborative (or cooperative) learning possible. These expectations include creating a positive classroom atmosphere, recognizing the value of individuals, helping students feel comfortable learning to work together, and developing the social skills of sudents. |
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| While productive collaborative learning depends to a degree upon student and group attitudes and skills, much of the success of group learning in a reform mathematics classroom depends on the teacher’s management of the classroom. Key areas for insuring effective group activities include giving clear directions, establishing a materials center, classroom arrangement, establishing routines, developing positive interdependence, establishing individual accountability, and handling conflict effectively. |
| There is much more to selecting groups than one might think. Several things need to be taken into consideration. One of the ideas of reform math is that anyone can learn to work in a group with anyone else. Learning to work in groups is an ongoing process, and this process can be helped by how the groups are selected. The ideas that need to be considered are group size and duration, heterogeneity, and the method of selection |
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