Mathematics teachers used to have a select group of students who, according to Gardner’s Multiple Intelligences theory, were math-logic thinkers before secondary education became mandatory for all students. As a result, the math teacher didn’t feel the need to switch from “chalk and talk” and lots of exercise practise to something else.
The majority of students, on the other hand, began attending secondary schools in the second half of the twentieth century. After completing their secondary education, most students continued to pursue a degree in mathematics. Having such a diverse range of learning styles, we could compare this to Gardner’s theory of multiple intelligences.
Consequently, teachers of mathematics had to expand their pedagogy and teach new skills to all students in order to aid in their mathematical growth. During this time, I was the head of a large mathematics department in an institution of higher education that was undergoing the implementation of new syllabuses designed to accommodate the various learning styles.
The course materials were being updated to reflect current best practises. Scientific and graphical calculators as well as the Internet have been made mandatory. This prompted me to consider what additional skills my students needed to learn. Teachers in other subject areas may have been interested in developing them as well. “
When another school asked me to explain how my department handled the transition from 40- to 70-minute periods, I began to reflect on these abilities more deeply than I had before. At the workshop, I was able to present my list and have it accepted.
As early as possible, I think we, as Math teachers, need to work on developing the following additional skills. (For each skill, a brief explanation may be included.)
Confidence in your ability to communicate. Some new curricula feature problems in unfamiliar contexts, necessitating a thorough explanation of how to solve them.
The ability to use a calculator. Calculations can be completed much more quickly with the aid of a calculator. Checking and estimation skills must be taught to students in order for them to be used correctly. For more complex real-world problems, graphics calculators have built-in programmes.
Knowledge of how to use a computer.
Knowledge of how to use the internet.
Efforts to improve concentration in the classroom. Because there is less time allotted for math instruction than there was in the past, this is critical. The ability to effectively listen should be a part of this.
The ability to read a textbook. Consolidation of classroom knowledge is the student’s first choice here. It’s up to the student to figure out how to put it to use.
The ability to do one’s homework and study effectively.
Developing an effective examination technique and solving a problem are two of the most important aspects of good examination skills.
Critical thinking and problem solving abilities. And
At this point in a student’s life, time management is critical.
These skills are not something that can be learned in a day. All secondary school mathematics teachers must make a firm commitment to incorporating these concepts into their lessons from the start, whenever the opportunity arises. It’s not a good idea to have separate lessons for each skill. It’s better for students to learn new skills by incorporating them into their everyday lives rather than having them learn them in a contrived setting.
In many ways, what I’ve proposed here is a “Wish List.” All of the students’ mathematical identities will be strengthened if all of the subject’s math teachers emphasise the importance of these abilities.