MODERN TEACHING APPROACHES FOR MATHEMATICS

To properly implement the senior secondary mathematics Curriculum, there is the need for you to understand the curriculum in terms of the structure, rationale, general objectives, what is revised in the curriculum and the implications of the mathematics curriculum on teaching-learning process. This paper is prepared to address that.

 

Rationale for the new curriculum

  • To Ensure Smooth Transition From Secondary Level to Tertiary Level of Mathematics Curriculum: The revised senior secondary mathematics is designed to bridge the transition gap between secondary and tertiary mathematics curriculum. For example, the old has no basic calculus contents, products of the old when they enter the tertiary institutions find calculus and other such topics like logic difficult to understand . in the new curriculum, differentiation and integration of algebraic functions and all other such topics that will ensure smooth transition to tertiary mathematics curriculum have therefore been introduced.
  • To correct some Deficiencies in the Contents of the Old Curriculum: Some topics have been infused in the old curriculum to correct certain content deficiencies. Mathematics in general involves reasoning in a logical and consistent manner based on given premise. Theorems and their proofs in mathematics are based on logic. Yet the old curriculum did not include fundamentals of logical reasoning. The implication is that most of the products of old curriculum had  difficulties understanding proofs, arguments and reasoning.

TEACHERS SELF ESTEEM AND MOTIVATION

As you gain more experience and maturity in the voyage for financial independence, you get to appreciate the fact that no one succeeds alone. You may develop a particular economic vision alone but when it comes to implementing it, you need other human resources to support you.

As an employee (Teacher ) you need to be coordinated so as to become strong managers of your dream, human and financial resources.

In other wards, the relationship between you and your co-employees  (Co-teachers ) ought to be mutually rewarding because no  one succeeds alone. Equally as teacher, to create wealth for yourself, you have to create value for others.

For an organization to get the best from its employees, it has to treat them as volunteers and not slaves. However, for an effective management of school business, the teachers must be intelligent, self confident, approachable, good listener, objective in their approaches, firm, dependable and proactive.

School business needs both conceptual and managerial skills for an effective staff management  to be put in place.

As managers and co-coordinators, your functions include planning, organizing, staffing, directing, co-coordinating and budgeting.

For the purpose of clarification, we need to define management, motivation and self esteem. In a simple language, Management is defined as the process of getting things done through other people.

Motivation on its own is the process that account for individual’s intensity, direction and persistence of effort towards attaining a goal.

While general motivation is concerned with effort towards any goal, we will focus on esteem business goals in order to reflect our singular interest in work related behavior.

The concept of Motivation, keep in mind that level of motivation varies both between individuals and within individuals at different times.

Self esteem: This a term used in psychology to reflect a person’s overall evaluation or appraisal of his or her own worth. Self esteem encompasses BELIEFS ( FOR EXAMPLE, “I am competent” or “ I am incompetent” ) and emotions such as triumph, despair, pride and shame.

A person’s self-esteem may be reflected in their behavior, such as assertiveness, shyness, confidence or caution. Self –esteem can apply specifically to a particular dimension ( for example “I believe I am a good teacher, and feel proud of that in particular”) or have global extent ( for example, “ I believe I am a good person and feel proud of myself in general”)

Psychologists usually regard self-esteem as an enduring personality characteristic ( “trait” self esteem), though normal, short-term variations ( “state” self-esteem) also exist.

TEACHING IN A 21ST CENTURY CLASS

Successful 21st Century educators don’t just expect their students to be lifelong learners, but they too stay current and on top of what’s new in education as well as other fields that interest them. They enjoy acquiring new knowledge and are enthusiastic about new experiences. They endeavour to stay current and know how to change old lesson plans to be more suitable for today.

When teachers love to learn, their enthusiasm will naturally inspire students too, contributing to a more stimulating classroom environment. Students will also feel free to share their knowledge and ideas with the teacher, which helps them build confidence and grow into independent thinkers.

Companies today want our kids to graduate having mastered the 4Cs of critical thinking, collaboration, communication, and creativity. Hence, the teacher must be

  • Empathic
  • Tech-savvy
  • Collaborative
  • Creative
  • Etc