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Math Basic Class 1

To help them further, I created an additional resource of a place value chart constructed around base 10 materials. Under each place value section, the associated base 10 materials were drawn next to it.

Inspiring Confidence In The Maths Classroom : Maths — No Problem!

This really helped my class visualise and make connections in their learning. Before starting this topic, I worried that it would only be accessible to the majority of the class and struggling learners would fall behind. But by the fifth lesson, all my doubts were gone.

As I reflected on the school term, I realised that I had built my teacher confidence in the classroom. I found that the most rewarding part of teaching maths for mastery was seeing the children enjoy themselves during maths class.

This is especially reassuring, as my aim has been to foster a positive attitude towards maths in the classroom. We use cookies to make your browsing experience better.


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Working with parents and whānau

Fatemah Moledina looks back on her bad maths memories and explains how teaching maths for mastery helps build teacher confidence in the classroom. I hated maths at primary school. I hoped it would help build my teacher confidence in the classroom. Teaching my first mastery lesson Optimistic, but still slightly hesitant, I taught the first lesson on writing decimals using linking cubes and base 10 materials.

Engaging in authentic mathematics tasks

Accessible to everyone Before starting this topic, I worried that it would only be accessible to the majority of the class and struggling learners would fall behind. Other reasons for leaving—changing majors, too much time commitment, poor class experience, and an inadequate grade in Calculus I—were cited approximately equally by both genders. The researchers found that male and female students lost confidence equally over the course of the term, but female students entered the course with a lower confidence level.

Therefore, the decision to stop pursuing calculus—and, by extension, to leave STEM—appeared to be influenced significantly by math confidence when entering college, the authors conclude. The authors note that addressing this confidence mismatch could help boost the representation of women in STEM.

The high attrition rate for female students due to low confidence is not surprising to those involved in STEM education. Many educators believe that the solution is active learning, which encourages student participation through approaches including smaller classes, group work, completing problem sets in class, and receiving immediate feedback from instructors.

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Low math confidence discourages female students from pursuing STEM disciplines

The general consensus is that active learning classes improve student performance and confidence. At the time the survey was administered, in the fall of , most Calculus I classes were traditional lecture courses, so there may not have been enough active learning classes at the time to detect their influence, the authors suggest. It is also possible that students may not have liked active learning instruction because it was different from what they were used to and what they expected from a college-level class, the authors write. Correction: This article has been corrected to clarify that female students are 1.

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