How Long Should A Math Unit Be In First Grade How to Teach Classroom Mathematics

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How to Teach Classroom Mathematics

A few years ago, I received an appointment as Head of the Pre-Entrance Science Course Department at Balgravia Technical University. The Department enrolled the best students from different institutes in the country. The aim of the Department was to find gaps in students’ knowledge of science subjects and bring them up to university standards. It was a pleasure to work in an exotic country on such challenging subjects and for such a noble cause.

Once, when I passed a classroom where a colleague was teaching mathematics, I heard the voice of the students counting: 4 597, 4 598, 4 599… At the time I didn’t pay much attention to it. But after three days, from behind the doors of the same classroom, I heard: 13 127, 13 128, 13 129…

“My friend,” I asked Mr. S. shortly after in the hallway, “what is going on in the classroom during your math lessons?”

“Well, my students number up to a million,” he replied.

“Hmm,” I mumbled and left.

Then, on the staircase, I realized the meaning of his words. I went to my office. Glancing at my wristwatch, I counted to one hundred. I took a calculator. I calculated that in 50 minutes, they would count up to 5,000, in a week (5 lessons) up to 25,000, and by the end of the school year, they wouldn’t even reach 800,000 because of the holidays and the fact that the numbers were. getting longer and longer!

I summoned Mr. S. “Do you realize what you are doing with your count?”

“This is a modern way of introducing a certain concept. First, I make my students aware of how huge a million is. Then, second, we get great satisfaction from being the first. I think, until now, no one has done it. counted to a million! Today’s world rewards those who are first in anything!

I hope the class is in the “Guinness Book of World Records” and thirdly, I’m testing if the students can count to a million! The statement, ‘I can count to a million’ is of no use until it is proved experimentally, that is, by the process of actually counting.’

I got angry. “Enough is enough!” I shouted “I order you to teach according to the syllabus!”

The next day, stealthily, I approached his classroom. The students recited: 17 999, 18 000, 18 001… I decided to fire Mr. S. Discreetly, I let my superiors know that Mr. S. was probably crazy. The message spread. The university community decided that I was against the introduction of modern teaching methods, that I did not understand outcome-based education, and that I felt personal animosity towards our colleague. My two-year contract expired and was not renewed… I dropped out of college.

After a month, I went back to the Department to visit my friend, the English tutor.

Of all the classrooms where math classes were held (not only from

the classroom of Mr. S.), I heard the voices of the students counting:

277 238, 277 239, 277 240…

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