Introduction
Teaching science and mathematics at school is often associated with various issues. It is crucial to consider the issues to be able to come up with appropriate solutions. Educators should possess the necessary tools to enable their students to learn effectively. The two articles in question focus on different issues and help reveal the areas of special concern.
Science
The first article to be discussed is written by Eidietis and Jewkes (2011). The researchers focus on the issues concerning curriculum decisions in K-8 science. The researchers note that teachers are free to make curriculum decisions. They also argue that there is a strong correlation between the decisions made and teachers’ preparedness to teach as well as their attitude towards a particular topic (Eidietis & Jewkes, 2011).
Eidietis and Jewkes (2011) illustrate their assumption concentrating on a particular topic, ocean literacy. According to the research, teachers reveal their preparedness to teach this topic, but they also report that there is insufficient training on the topic (Eidietis & Jewkes, 2011). Though the majority of participants revealed positive attitude towards the subject, they also expressed their concern about their efficacy, which led to limited hours devoted to the topic (Eidietis & Jewkes, 2011).
This article revealed an important trend that explains curriculum choices made. Admittedly, it is essential to make the choices based on objective analysis of the significance of this or that topic. It is unacceptable to make choices based on personal preferences. This article helps understand that educators should evaluate each topic and consider whether they are ready to teach it. If there are certain gaps, educators should get the necessary training to be able to provide high-quality teaching.
Mathematics
The second article in question is written by Lee, Lee and Amaro-Jimenez (2011) dwells upon teaching mathematics. The researchers concentrate on one of the most burning issues of the contemporary US school, i.e. teaching mathematics to students who speak other than English as their first language. The researchers note that these students often have difficulties with learning mathematics as they are not proficient in English (Lee, Lee & Amaro-Jimenez, 2011).
Lee, Lee and Amaro-Jimenez (2011) stress that teachers should take this into account. The researchers provide a set of effective techniques to cope with the issue.
Thus, teachers should incorporate learners’ stories (their real life experiences), employ conversational language, promote the learners’ native language, allow students to reason allowed and, finally, to use non-linguistic materials. All these strategies help engage the learners more effectively in the process and make learning mathematics easier and more interesting.
The strategies provided by the researchers are valuable and should be applied in teaching mathematics. Admittedly, a lot of educators have faced the same issue and the strategies provided will help address the issues. I believe the strategies are very effective as I have used some of them.
One of the most interesting techniques, to my mind, is the use of learners’ real life stories. I have always understood the importance of real life illustrations, but this is a new type of examples which are more understandable and appealing for children. Some people think mathematics is something very complicated, but using the strategies given will make the subject easier and more interesting.
Conclusion
To sum up, it is necessary to note that the articles under consideration provide valuable insights into teaching. Educators should employ the strategies provided and concepts described to improve their teaching methods. The articles help educators understand that science and mathematics are subjects which can be taught in an interesting and effective way.
Reference List
Eidietis, L., & Jewkes, A.M. (2011). Making curriculum decisions in K-8 science: The relationship between teacher disposition and curriculum content. Journal of Geoscience Education, 59(4), 242-250.
Lee, J., Lee, Y.A., & Amaro-Jimenez, C. (2011). Teaching English language learners (ELLs) mathematics in early childhood. Childhood Education, 87(4), 253-260.