paragraph on intregretion of mathematics with music jisne galat ans diya use murga banunga About the author Cora
[tex]\huge\tt\red{❥}\tt\pink{A}\tt\blue{N}\tt\green{S}\tt\purple{W}\tt\orange{E}\tt\orange{R}\huge\tt\purple{᭄}[/tex] Evidence clearly indicates that the traditional mathematics curriculum and instructional methods are not serving students well (Hiebert, 1999). Traditional mathematics instruction that consists of assigning the same problem to every student, lecturing from the textbook, insisting on one way to solve problems, and neglecting conceptual understanding has not only been accused of being the cause for low mathematics achievement, but also as the origin of mathematics anxiety (Furner & Berman, 2005; TIMSS, 2003). The traditional method of instruction may be ineffective, because it is unable to reach all students and meet their needs. Thus, traditional instruction has prevented some students from making the most of their skills and abilities (Scott, 2005). In contrast, teaching mathematics using effective didactic strategies (Vinner, 1997), with the goal of developing students’ conceptual understanding through the use of problem-solving activities, models, simulations, discoveries, challenges, and games, has the potential to close the achievement gap and reduce mathematical anxiety (Tobias, 1998; NCTM, 2006). In response to findings from cognitive science, which show that learning is a situated, socially-constructed, and culturally intervening procedure, educational researchers have proposed several integrated curriculum and instructional models to provide students with learning experiences that can motivate intellectual and emotional understanding Hope it helps u Mark me as brainliest Mïss/$håñü♡ Reply
[tex]\huge\tt\red{❥}\tt\pink{A}\tt\blue{N}\tt\green{S}\tt\purple{W}\tt\orange{E}\tt\orange{R}\huge\tt\purple{᭄}[/tex]
Evidence clearly indicates that the traditional mathematics curriculum and instructional
methods are not serving students well (Hiebert, 1999). Traditional mathematics instruction that
consists of assigning the same problem to every student, lecturing from the textbook, insisting on
one way to solve problems, and neglecting conceptual understanding has not only been accused
of being the cause for low mathematics achievement, but also as the origin of mathematics
anxiety (Furner & Berman, 2005; TIMSS, 2003). The traditional method of instruction may be
ineffective, because it is unable to reach all students and meet their needs. Thus, traditional
instruction has prevented some students from making the most of their skills and abilities (Scott,
2005). In contrast, teaching mathematics using effective didactic strategies (Vinner, 1997), with
the goal of developing students’ conceptual understanding through the use of problem-solving
activities, models, simulations, discoveries, challenges, and games, has the potential to close the
achievement gap and reduce mathematical anxiety (Tobias, 1998; NCTM, 2006).
In response to findings from cognitive science, which show that learning is a situated,
socially-constructed, and culturally intervening procedure, educational researchers have
proposed several integrated curriculum and instructional models to provide students with
learning experiences that can motivate intellectual and emotional understanding
Hope it helps u
Mark me as brainliest
Mïss/$håñü♡