The OECD reports that all students should be exposed to complex mathematical problems nrf905

The OECD report says that all students should be exposed to complex mathematical problems Organization for economic cooperation and development (OECD, hereinafter referred to as the OECD) in September 6th released the latest issue of "focus on PISA" (PISA in Focus, sixty-fifth) to answer this question. In a report by the OECD, the opportunity to give all students the same and complex math is an important strategy to improve performance and promote fairness. Some of the students difficulties and anxiety in the face of complex mathematics experience should not be lower expectations, there will be no access to certain skills of the students diverted to the mathematics curriculum level, and reduce the difficulty of the teaching content of reason. Teachers need to have the resources, teaching tools and the corresponding characteristics in order to effectively deal with the heterogeneity of class teaching, to provide additional support for students with learning difficulties. If teachers choose different teaching methods in the classroom, they should choose some not further differentiate students, such as "resilient packet" (flexible grouping). The report pointed out that for all students, including socio-economic disadvantaged students, access to complex mathematical concepts and tasks with the opportunity of the international student assessment test (PISA) scores proportional. Today, many of the world’s math teachers are teaching in a wide variety of classes, with limited knowledge of mathematics, and students who lack confidence and have a high level of understanding. Although it is difficult for teachers to make full use of their potential in these classes, it is not impossible. The gap between the knowledge of mathematics and the self-confidence of students who are usually related to the socioeconomic status can be reduced through efficient and fair teaching. The key is to stop the students will be classified as "smart" or "stupid", "fast" or "slow", but from now frequently send a message from the success of mathematics study hard, ask questions, and continue to set goals under a slightly higher. At the same time, another report "the OECD’s equation and unfair: let mathematics for all" (Equations and Inequalities:Making Mathematics the Accessible to All) study on the relationship between mathematics achievement and 2012 teaching contents and methods of students and the attitude to mathematics between. An important finding in the report is that the more students are exposed to complex mathematical concepts and tasks, they are more likely to use math problems in international student assessment tests. "Focusing on PISA" also pointed out that, in the absence of complex mathematical problems personalized learning support, may increase their math anxiety. If the teacher does not concern the existence of students with learning difficulties in computing, establish contacts, knowledge transformation and understanding of mathematical language difficulties, it may let the student from a distance is very important for their future subject. Usually, more easily in the class the worst student facing behind the threat in the transition to the difficult math problems. In OECD membership, on average, more than 14 of students with math scores are more exposed to complex mathematical concepts相关的主题文章: