I was excited as soon as I saw the new RAFT Activity Kit "Solar Collector" on the night of the RAFT fundraiser. I spent the rest of the evening sharing my enthusiasm with the patrons who stopped by for a passport stamp. Here's why...
My textbook describes the scientific method using wind turbine efficiency. Currently I pay $200 for a wind turbine kit that serves only 4 students for a total expenditure of $2,000 per year for 10 kits.
In contrast, the new RAFT Activity Kit will allow each of my 155 - 160 students to create their own wind turbine for under $50 - what a tremendous cost savings each year!
In addition, the new RAFT Activity Kit will allow me to include the new NGSS standards on energy and engineering, because the students will learn about solar collectors and create a mathematical model for measuring the efficiency of their wind turbine design.
So, RAFT worked its magic once again. I felt like RAFT held a fundraiser just for me, because with the money saved, now all of the 8th grade Physical Science teachers and all 400 of our 8th grade students can individually participate in the wind turbine project!
Hope Oliver, RAFT Fellow and Middle School Teacher
Tuesday, November 26, 2013
Saturday, November 16, 2013
What can cause math anxiety among students?
- Research shows an imposing authority figure, the risk of public embarrassment, and time deadlines (e.g. the pressure of timed tests) often cause math anxiety and unproductive tension among students.
- Students may not see relevance for knowing mathematics in their lives.
- Some teachers who do not understand much about math impose fear on students to prevent them from asking questions which might expose the teacher's ignorance.
- Math is often related with frustration --- students make negative associations with numbers from seeing adults with unpaid bills, unforeseen debts, overdrawn checkbooks, or other money experiences.
What can be done to reduce math anxiety?
- Design classrooms to make students feel more successful. Students need a high level of success or a level of failure that they can tolerate. Incorrect responses must be handled in a positive way to encourage student participation and enhance student confidence.
- Students learn best when they are actively engaged (Spikell, 1993). Students have different learning styles, so lessons must be presented in a variety of ways.
- Math must be relevant to students’ everyday lives! To learn math, students must be engaged in exploring, conjecturing, and thinking rather than only memorizing rules and procedures.
- Adults need to show students how numbers are used succesfully in positive ways, such as in cooking, in sports, in music, in problem solving, home repairs, in hobbies, in investments and in savings accounts, etc.
- Teachers who actually understand what they are teaching tend to encourage questions from the students. Teachers must feel confident in the math being taught, and model good behavior when making mistakes, by showing a sense of humor, in showing enthusiasm, and by using real-world projects that engage student enjoyment of mathematics.
- Explore projects through cooperative groups to provide students with a chance to exchange ideas, to ask questions freely, to explain to one another, to clarify ideas in meaningful ways, to reexamine new approaches, and to express feelings about their learning.