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Presentation module 3 P roblem solving. Problem : Mathproblem in Suriname education Analysis problem : 1. Six Word Dissection // 2. Tree mapping Solution : The 6 - 5 - 3 methode 2 ICT - tools : Google Slideshare // Powerpiont Name : Van- Hetten Lucenda. Introduction.
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Presentation module 3 Problem solving Problem: Mathproblemin Suriname education Analysis problem: 1. Six Word Dissection // 2. Tree mapping Solution: The 6 - 5 - 3 methode 2 ICT - tools: Google Slideshare // Powerpiont Name: Van-HettenLucenda
Introduction Calculation has always been a concern in education. There are 3 types of calculation problems : * calculation problem, * computational disorder, * dyscalculic. By making a correct calculation error analysis, the teacher can very quickly discover what problems the students are facing. This way, one can only provide the right guidance to students. Furthermore, mathematical mathematics needs to be better equipped with skills needed for effective transfer and functioning in the society.
The 6 word dissection WHO : Students , teachers , parents . WHAT :The students are struggling to distinguish numbers, the students do not master the number concept, the calculation base is not well laid out. WHERE: During and after the school time. These students can become dropouts , because mathematics is a major subject in Suriname education. WHEN : This can happen anytime . WHY: *Organizational factors(class size, little learning resources). *Socio-economic factors(poor housing, poor living environment, insufficient space and electricity to study, weak social contacts). *Factors in mathematical mathematics( the teachers are not adequately equipped to optimize the subject, the subject matter becomes fast at an abstract level offered, some subjects are treated extensively). HOW: Students work poorly , they are not motivated in this subject or school , during the classes these students are struggling to distract others from the lesson , teachers can not transfer the study material correctly , parents can not guide or help their children at home.
mapping Causes: • * There are no concrete education policies for the subject. • * Teaching and supervising teachers does not happen optimally. • * Emphasis is placed on the methods rather than the subject didactics. • * The students do not master the number concept (it has to do with the brain) • * The basis of calculation is not well laid out. • * Teachers are not interested in counting, so they do not commit themselves to transfer it well. • * The many computational strategies are intertwined. • * Students can not check for the correct answers. • * Teachers often want students to solve problems as they have learned them.
Problem:Mathproblem in Suriname educationConsequences * The teachers do not know what they are up to. * Teachers can not correct their mistakes. * The subject didactics is misunderstood and tested. * Students can distinguish difficult numbers from each other. * Bad calculation performance. * Teachers do not carry the study material well. * The students are confused * The students are dependent on third parties. * Students clap close because their approach is wrong.
Solution Evaluation • Measurable:The results of the sixth grade students in Suriname have long been below the minimum level of the department of Education. In 2010, the national average grade for the editors was four (4) and for the main-account component one five (5). In the school years 2011, 2012 and 2013, the national average key figure for each component was four (4). In 2014, the national average of these components was 4 to 5. At first glance, these figures are not so bad, but compared to the other subjects, mathematics is the worst. • Impacts people: The calculation problem has a deep impact on society as a whole. We must avoid getting a community that can not count, while it is an important subject that is unthinkable. • Feasable: We must have the guts to, like Singapore, to pursue a complete education renewal, with education being widely addressed. In years it can take about 10 years if we really have all the noses in one direction and the will is realistic to realize it. • Reach / scope: Policy makers, the ministry of education, students, teachers, parents, the total community. • Actionable: It is 100% executable. There will be short-term goals that are noticeable within a short period of time and the long-term goals that are noticeable after a few years. Some of the following are: * The education policy, in particular the calculation element, must be concrete (developing a systematically structured education program) * Periodic repetition of trainings for teachers. * Training in subject didactics instead of just the method. * By gathering more often new insights to solve computing problems * Encourage students to think of problem solving. * Obligatory vocational training at primary school instead of only on secondary . • Reasonable: It can take 10 to 15 years
Closing words I hope that we will now really take action to eliminate the problems in education forever. Per level one has to work with the teachers of that group. Furthermore, one should consider how the method should be concluded in the follow-up study and the training and coaching of teachers are very important. Guidance for children with computational problems / disorder must also be regulated by law.
