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a notebook, so a good place to start to help your student stay organized
is by inquiring about expectations. Many students need initial assistance
in maintaining the "Math Toolkit." (See Using
the Math Toolkit.) This is their primary resource for all algorithms,
concepts, procedures, formulae, sample problems, and summaries of what
was learned in class. Whenever a student needs help outside of school
hours, or is studying for a quiz or test, this toolkit is the starting
point.
Teachers choose their profession because they want to help young people
achieve their maximum potential. The urge to tell students everything
they need to know, and to repeat this information as often as necessary,
is a strong one. However, when the goal is to have students develop as
independent learners, a better strategy is to engage the natural curiosity
of students, and to encourage them with questions rather than show them
methods. This may initially be frustrating for those students who have
found learning mathematical procedures rather easy. This frustration
should be seen as a sign that students are being challenged to think.
One of the main findings of the Third International
Mathematics and Science Study was that U.S. teachers spend less time
helping students develop mathematical ideas, and more time demonstrating
with procedures than teachers in countries where students are more successful.
As with teachers in the highperforming international classrooms, CPMP
teachers are likely to be found:
monitoring several groups to ensure they are all working efficiently,
sitting with one group to ask indepth questions for the purpose of assessing each student's understanding,
assessing what all students are learning and responding to student difficulties and frustration with scaffolding questions and hints,
leading the entire class in an investigation or in reviewing skills, and
helping the entire class make an accurate summary of the mathematics learned.