NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ903328
Record Type: Journal
Publication Date: 2010
Pages: 5
Abstractor: As Provided
Reference Count: 10
ISBN: N/A
ISSN: ISSN-0009-8655
When Traditional Won't Do: Experiences from a "Lower-Level" Mathematics Classroom
Hill, Crystal
Clearing House: A Journal of Educational Strategies, Issues and Ideas, v83 n6 p239-243 2010
As the last bell rings, students scurry to their respective classrooms, doors begin to close, and the class period begins. Imagine that you are in the hallway of the school and you look into an advanced mathematics class, into an Algebra I, Part I, mathematics class (a course designed for students who have not found success in mathematics). What would you see? What type of instructional strategies and learning activities would you expect to take place in each of these classrooms? Research suggests that the activities in most "lower-level" mathematics classes require simple memory and comprehension skills, whereas classroom activities in so-called advanced classes are more likely to foster critical thinking, problem solving, and the ability to generalize (Hill 2008, 39). (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A