At least there are some things to consider for the purpose of learning mathematics can be achieved.
First: His teacher's own how?
Is the teacher, who will teach math, competent, reasonable, appropriate expertise? A competent teacher of mathematics is said not only stood the test of his ability in mastering course material. But also whether he is able to deliver that material to others, students? Requirement of at least someone (teacher, lecturer) can deliver material that is, to speak in front of the students to convey what he speaks. Many who know and understand about mathematics, but difficult to convey to others. It was once I witnessed myself when so students. But, I believe, the teachers are able to convey the material with good math, my understanding thing good too.
Thus, mastery of the material and ability to deliver it (to others) is a necessary condition to be able to achieve the goal of learning mathematics, but remember this is not enough. Not enough to guarantee that the mathematics learning objectives will be achieved.
A teacher / lecturer who give good understanding of the material and still need to learn, to enrich themselves with a lot of reading, not content themselves with the skills already possessed, and certainly need to do preparation before learning. No matter how great a teacher, when teaching is not prepared, I am pessimistic that the learning objectives will be achieved.
Second: The students then what?
That need to be considered by a teacher / instructor, who will teach mathematics, is that: students who learn math abilities vary. There are fast capturing the lessons, there is the usual course, and there is less rapid. They all, surely they want to learn math.
Therefore, we, as teachers who teach must never regard them the same capability of our ability. That is, do not assume their understanding, when we teach them, together with our understanding that has been studied previously. Most of them (students) need a relatively longer time than we are already learning, who are familiar with previous material, which had previous experience, who have advanced before, and who was good at before. And so, when explained, was not too fast not too slow. It also does not mean to underestimate students' abilities. Often that happens, the teacher explained by a very fast tempo, according to speed in understanding the material, less attention to whether students can follow it or not. The teacher explained offhand. Actions like this, most likely only be followed by a small majority of students only, just a clever course. While most other students (I estimate about 90%), will feel shuffling, unable to catch the teacher in explaining the speed.
Third: Facilities and infrastructure for learning how?
It is also somewhat affect the achievement of learning objectives. What I mean here facilities and may include: feasibility study places (classrooms, presence or absence of a laboratory, etc.), availability of learning tools (whiteboard, text books, etc.), availability of learning media, etc..
Fourthly, what? (Please add your own! This paper is still in the process of thinking, it would update whenever I can).
Why, exactly how to teach him how the heck? had been clarified yet?
Once again I emphasize, based on literature and expert opinion, there is no way to teach math best / most powerful? Thus, this simply only once, do it the way it was taught that as long as you can do! But look at and consider some things that have been listed above, please if you need to fill with things that escape my attention. Feel free to use any method, such as lectures (anyway this is the most widely used and popular mathematics teachers in Indonesia, even in the world perhaps?), Please also old methods or any other hot fixes. All methods or learning approaches, each has the privilege. Any method or approach you use, when optimized, surely the goal of learning mathematics coveted it, God willing, can be achieved
First: His teacher's own how?
Is the teacher, who will teach math, competent, reasonable, appropriate expertise? A competent teacher of mathematics is said not only stood the test of his ability in mastering course material. But also whether he is able to deliver that material to others, students? Requirement of at least someone (teacher, lecturer) can deliver material that is, to speak in front of the students to convey what he speaks. Many who know and understand about mathematics, but difficult to convey to others. It was once I witnessed myself when so students. But, I believe, the teachers are able to convey the material with good math, my understanding thing good too.
Thus, mastery of the material and ability to deliver it (to others) is a necessary condition to be able to achieve the goal of learning mathematics, but remember this is not enough. Not enough to guarantee that the mathematics learning objectives will be achieved.
A teacher / lecturer who give good understanding of the material and still need to learn, to enrich themselves with a lot of reading, not content themselves with the skills already possessed, and certainly need to do preparation before learning. No matter how great a teacher, when teaching is not prepared, I am pessimistic that the learning objectives will be achieved.
Second: The students then what?
That need to be considered by a teacher / instructor, who will teach mathematics, is that: students who learn math abilities vary. There are fast capturing the lessons, there is the usual course, and there is less rapid. They all, surely they want to learn math.
Therefore, we, as teachers who teach must never regard them the same capability of our ability. That is, do not assume their understanding, when we teach them, together with our understanding that has been studied previously. Most of them (students) need a relatively longer time than we are already learning, who are familiar with previous material, which had previous experience, who have advanced before, and who was good at before. And so, when explained, was not too fast not too slow. It also does not mean to underestimate students' abilities. Often that happens, the teacher explained by a very fast tempo, according to speed in understanding the material, less attention to whether students can follow it or not. The teacher explained offhand. Actions like this, most likely only be followed by a small majority of students only, just a clever course. While most other students (I estimate about 90%), will feel shuffling, unable to catch the teacher in explaining the speed.
Third: Facilities and infrastructure for learning how?
It is also somewhat affect the achievement of learning objectives. What I mean here facilities and may include: feasibility study places (classrooms, presence or absence of a laboratory, etc.), availability of learning tools (whiteboard, text books, etc.), availability of learning media, etc..
Fourthly, what? (Please add your own! This paper is still in the process of thinking, it would update whenever I can).
Why, exactly how to teach him how the heck? had been clarified yet?
Once again I emphasize, based on literature and expert opinion, there is no way to teach math best / most powerful? Thus, this simply only once, do it the way it was taught that as long as you can do! But look at and consider some things that have been listed above, please if you need to fill with things that escape my attention. Feel free to use any method, such as lectures (anyway this is the most widely used and popular mathematics teachers in Indonesia, even in the world perhaps?), Please also old methods or any other hot fixes. All methods or learning approaches, each has the privilege. Any method or approach you use, when optimized, surely the goal of learning mathematics coveted it, God willing, can be achieved
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