Motivation Learning Classroom Processes Learner And Learning - amazonia.fiocruz.br

Motivation Learning Classroom Processes Learner And Learning - consider, that

Cancel my subscriptions. Don't cancel my subscriptions. In order to receive our emails, you must expressly agree. You can unsubscribe at any time by clicking the unsubscribe link at the bottom of our emails. Once you've accepted, then you will be able to choose which emails to receive from each site. Plugging in to what she needed to learn was as direct and fast as the screenwriters could imagine…. In a managing minds company, it is critical that employees take responsibility for their own learning , pulling the information they need when and where they need it. Self-directed learners are people who get intrinsic rewards from their ability to locate, curate, share, and communicate what they have learned independently. Learner Role. Learn continuously. Motivation Learning Classroom Processes Learner And Learning

By using our site, you acknowledge that you have read and understand our Cookie PolicyPrivacy Policyand our Terms of Service. Mathematics Educators Stack Exchange is a question and answer site for those involved in the field of teaching mathematics.

It only takes a minute to sign up. What are some good answers to questions eg.

You learn math to build on top of those before you

Of course Motivation Learning Classroom Processes Learner And Learning answer depends highly on who is asking. For the scope of my question, I have a student in mind, who is - given their interests for further education - likely never going to use square roots in adult life, but still has to learn them.

Of course my question is not about square roots specifically. It can be any topic which, realistically, will not be used "in real life" by the student. Bring some forced example from "real life", eg. John is 49 years old. How old is his son? Even if the example is better and I think more relevant "in real life", if it fails to resonate deeply with the student, then it will backfire as an example. I think we are good at solving problems that we practice solving, and it's not obvious how one transfers to another problem. And even if generic problem solving activity is a thing, it is Motivation Learning Classroom Processes Learner And Learning to see why practicing square roots is the best thing to improve it, instead of something else see more the student is more interested in.

I think, hearing this answer, most students will nod along and still think to themselves that math is nonsense. The "why learn this" question usually arises from a thought process, that is just distracting the student. He finds square roots hard to understand, so he is looking for an excuse to think about something else. He never seems to ask the "why do this" question for activities that he otherwise just enjoys eg. So anything that distracts from the "why question" and manages to bring focus back to thinking about the problem itself is good. If you have any concrete strategies for this, I appreciate if you share it. However: I still think, that the "why learn this" question is important and I would not like to ignore it completely.

I am an applied mathematician myself, so I can bring real life examples where math beyond basic arithmetic is useful. But the student will likely not have the knowledge to fully appreciate it, so while he might be impressed momentarily, I don't think I can expect any consistent success. It certainly makes sense to try connecting the applications of math with school curriculum every once in a while, but honestly these are often very far away from each other. If possible, I am looking for answers which are based on at least some empirical evidence, but I am also interested in concrete examples where something has worked really well. EDIT: thanks for all the contributions. Some further clarification about my question:.

I look for direct answers and not analogies. Math is not sports, art, or music. To me, such answers are essentially distraction see point 4 above. Several answers are in the direction of "it's part of general knowledge", I see this as appeal to authority and as such, the nicer version of appealing to grades point 1 above.

Because many of the cool jobs need maths.

Some answers are quite specific, eg. Some topics in math connect better with finance than others and having one "go-to example" isn't a really useful mindset when dealing with a concrete student and a concrete topic. I found that my former students low achieving ninth graders in the U. You enjoy watching sports right? Whether it's Football, Basketball, the Olympics, or whatever.]