Algebra Classroom Instructional Methods

Algebra Classroom Instruction

Tyler (2003) examines the methodology and processes that should be done in order to design a curriculum and instruction for any course of study. Although the course content is different and varies from course to course, the basic fundamental of designing curriculum and instruction at the 9th grade level must follow and adhere to these guidelines.

Tyler (2003) summarizes four important concepts that need to be the subject of inquiry in organizing curriculum and instruction.This research looks at educational purposes, educational experiences, the organization of the experience, and a process of determining if the achieving of the purpose(s) have been successful.

The decision making process of determining objectives is a value judgment of those responsible for the schools. This decision should be a joint responsibility of educational leadership, teachers, and the community. In real life this decision is not part of communications with parents and students for every curriculum and instruction within the 9th grade math classes.

Curriculum defines what is to be taught, while instruction defines how the information is taught. There has been a lot of research and educational theories about instruction. However, in a typical public school with 12 or more mathematics teachers you will find 12 or more different methods of instruction. Our educational systems is failing with an increasing number of high school dropouts. It is obvious that the traditional way of learning is not effective for today's digital natives. They need a different approach toward instruction. This is a call for a new "digital learning" process. See the video below from the Khan Academy for a good overview of the need for a change in Algebra classrooms instructional techniques. click her to view information about Algebra curriculum.

Reference

Tyler, R. W. (2003). Basic principles of curriculum and instruction. Chicago: University of Chicago Press



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