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The art of motivating students for mathematics instruction / Alfred S. Posamentier, Stephen Krulik.

By: Posamentier, Alfred S [author.]Contributor(s): Krulik, Stephen [author.]Material type: Text

TextSeries: The practical guide seriesPublisher: Dubuque : McGraw-Hill Humanities/Social Sciences/Languages, c2012Description: ix, 115 pages : illustration ; 24 cmContent type: text Media type: unmediated Carrier type: volumeISBN: 9780078024474 [paperback]Subject(s): Motivation in education | Effective teaching | Mathematics -- Study and teaching (Secondary) | EDUCATION / Teaching Methods & Materials / MathematicsDDC classification: Other classification: EDU029010

Contents:

Contents: Chapter 0 The art of motivating students for mathematics instruction -- Chapter 1 Indicate a void in students' knowledge -- Chapter 2 Discover a pattern -- Chapter 3 Present a challenge -- Chapter 4 Entie the class with a "gee-whiz" amazing mathematical result -- Chapter 5 Indicate the usefulness of a topic -- Chapter 6 Use recreational mathematics -- Chapter 7 Tell a pertinent story -- Chapter 8 Get students actively involved in justifying mathematical curiosities -- Chapter 9 Employ teacher-made or commercially prepared materials.

Summary: "Effective teaching is largely reliant on the teacher's ability to capture the genuine interest of the students for the material to be taught. This naturally rests on the planning that the teacher exerts in preparation for the lesson. Perhaps the single most important aspect of any lesson is the beginning of the lesson where the teacher must motivate the students for the ensuing lesson. This can be done in many ways and is also largely measure a function of the teacher's personality and voice. Studies have shown that what a teacher says accounts for 7% of the effectiveness package, the tone of the teacher's voice and the enthusiasm accounts for 38%, and the "body language" accounts for 55%. Teachers should be entertaining, without ever losing control of the lesson, and yet not be completely scripted to prevent accommodation to the quirks of any class.Yet even the finest style of presentation - an important part of any teaching performance - can only offer a portion of the overall effectiveness. The content of what is said is paramount! This then leads us into the theme of the book, namely, the techniques that can be used to motivate students in the first few minutes of almost any lesson in mathematics. This could be the most difficult part of a lesson to plan. It requires a modicum of creativity and yet it pays back by enabling a successful lesson. It is a very worthwhile investment of time"--Summary: "We believe that the key to effective teaching is the teacher's ability to capture the genuine interest of the students in the material to be taught. This naturally rests on the planning that the teacher exerts in preparation for the lesson. Perhaps the single most important aspect of any lesson is the beginning, where the teacher must motivate the students for the ensuing lesson. This can be done in many ways and is largely a function of the teacher's personality and voice. Studies have shown that what a teacher says accounts for 7 percent of the effectiveness package, the tone of the teacher's voice and the enthusiasm account for 38 percent, and the "body language" accounts for 55 percent. Teachers should be entertaining, without ever losing control of the lesson, and not be so completely scripted as to prevent accommodation of the quirks of any class"--

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Item type	Current location	Call number	Status	Date due	Barcode
Book	College Library	510.712 P84 2012 (Browse shelf)	Available		3UCBL000023610

Includes index.

"Effective teaching is largely reliant on the teacher's ability to capture the genuine interest of the students for the material to be taught. This naturally rests on the planning that the teacher exerts in preparation for the lesson. Perhaps the single most important aspect of any lesson is the beginning of the lesson where the teacher must motivate the students for the ensuing lesson. This can be done in many ways and is also largely measure a function of the teacher's personality and voice. Studies have shown that what a teacher says accounts for 7% of the effectiveness package, the tone of the teacher's voice and the enthusiasm accounts for 38%, and the "body language" accounts for 55%. Teachers should be entertaining, without ever losing control of the lesson, and yet not be completely scripted to prevent accommodation to the quirks of any class.Yet even the finest style of presentation - an important part of any teaching performance - can only offer a portion of the overall effectiveness. The content of what is said is paramount! This then leads us into the theme of the book, namely, the techniques that can be used to motivate students in the first few minutes of almost any lesson in mathematics. This could be the most difficult part of a lesson to plan. It requires a modicum of creativity and yet it pays back by enabling a successful lesson. It is a very worthwhile investment of time"--

"We believe that the key to effective teaching is the teacher's ability to capture the genuine interest of the students in the material to be taught. This naturally rests on the planning that the teacher exerts in preparation for the lesson. Perhaps the single most important aspect of any lesson is the beginning, where the teacher must motivate the students for the ensuing lesson. This can be done in many ways and is largely a function of the teacher's personality and voice. Studies have shown that what a teacher says accounts for 7 percent of the effectiveness package, the tone of the teacher's voice and the enthusiasm account for 38 percent, and the "body language" accounts for 55 percent. Teachers should be entertaining, without ever losing control of the lesson, and not be so completely scripted as to prevent accommodation of the quirks of any class"--