Essay - In the Article 'New Classroom Rules to Promote Preservice Elementary...

In the article "New Classroom Rules to Promote Preservice Elementary Teachers' Mathematics Learning," John k. Alsup proposes new means of teaching math to preservice school teachers. According to the author, who bases his findings on thirteen years ***** first-hand experience working as a college-level mathematics teacher as well as clinical literature, the traditional means of teaching math can be counterproductive. University ma*****matics courses aimed for aspiring ***** are taught in "traditional, lecture-recitation format," (602). In this format, students ***** not *****ld how to apply mathematical concepts to creative problem-solving situations. Instructors are thus "preoccupied with procedures and based upon lectures," (609). Rote learning is ***** only ineffective in getting preservice elementary *****s to pass on adequate understanding of the subject; rote learning also creates enormous amounts ***** anxiety within the ***** school teachers. Alsup claims that because of traditional teaching methods in university, "preservice elementary teachers have a we*****k, fragmented knowledge of ma*****matics" and considerable "mathematics *****," (610). Rote ***** is not engag*****g the ***** because it does ***** place math within a meaningful context. If preservice elementary ***** ***** not inspired by math *****y will not entirely grasp the *****ematical *****. Consequently, ********** ***** ***** students ***** also be un***** by math ***** demonstrate weakened math skills.

Alsup continues, "There is a strong interconnectedness with regard to conceptual understanding, ***** anxiety, and memorization," (610). As an alternative, Alsup suggests ***** university mathematics instructors who are teaching preservice elementary school instructors should follow a new set of cl*****ssroom rules. These classroom rules need to rely "less on arbitrary, memorized facts and *****," (610). Alsup ***** the new set of classroom rules for teaching math ***** ***** elementary instructors on ***** National Council of Teachers of ********** Principles and Standards for School Mathematics. The ***** rules and guidelines are designed to stimulate creativity ***** communication rather than rote learning. They are basically an "overhaul of mathematics instruction," (611).

***** major points Alsup d*****cusses in his article include the background information as to why traditional ***** falls short of the ideal, and includes the seven new rules for preservice elementary teachers' ma*****matics instruction. These seven rules ***** based on the National Council of Teachers of Ma*****matics and on what Alsup calls a "c*****structivist view of mathematics *****." According to the constructivist view, the teacher ***** not directly "transmit" mathematical knowledge and facts to the students; ra*****r, students construct their own ***** of mathematical knowledge through active and creative problem solving (611).

***** ***** that the progressive, constructivist approach to teaching preservice ***** ***** teachers will lead to a "learning community." Students interact with one a*****her and with the instructor, rather than having the instructor always stand *****fore the class in a lecture format. The new rules enhance "confidence and independent thought," (612). Emphasis is on problem-solving. Alsup also d*****tinguishes mathematics exercises from math problems, which demand creative problem-solving skills: the student reaches a conclusion and thus remembers ***** underlying math theories better. With the constructivist *****, the teacher does not solve *****