The research will incorporate the study of six core aspects of the secondary mathematics education of both countries. They are: curriculum aims, organization and structure of teaching and learning approaches, teacher specialization and teacher training, use of textbooks and other sources, assessment arrangements, and the possibilities for current and future developments. The study will confirm to a number of the general conclusions from the earlier studies about the commonality of a goal, challenge and approach to mathematics education between the countries. I also will examine the important role of context (historical tradition, geographical position, socio-political structure, economic system and global trends) in understanding aims and approaches to secondary education. What works in one cultural context cannot simply be adopted and expected to achieve the same ends somewhere else; I will try to find the agreement among countries on the common challenges facing advanced education in mathematics, even if national responses to those challenges vary. Both countries in recent years have shifted away from a narrow, knowledge-based approach to precise science education, to a broader approach encompassing knowledge, active experiences and the development of student values, dispositions, skills and aptitudes. The need for an application of the theoretical knowledge to the reality of practice, leads us to a conclusion about the centrality of the teacher in secondary education of mathematics, and the need for better-targeted training for teachers and the development of a broader range of teacher-friendly resources that are able to assist in the course of study.
The Essay on Education and Teacher 2
Rogers is one of the most wonderful person that I have ever met before. He taught me at historical class when I was in middle school. It has been a long time, but I still remember clearly about what he had taught me. During his class time, everyone always focused, enjoyed studying a lot because Rogers was such an informative, fascinated teacher and he knew how to control our class pretty well. ...
All of the above is the commonly accepted approach of the United States and South Korea to the question of education and its practical application. (Hirsch 32) Research into learning in the United States during the first half of the 20th century was focused on the lecturer and what he did, using the transmission model of learning. The student was the recipient of facts and concepts that was provided by the teacher. In this model, learning was determined by the amount of information that the student stores and the student is viewed as a passive recipient of knowledge. The lecturer was seen as being responsible for transmitting the content of the curriculum and was the source of all knowledge. Any improvement in learning was dependent on the teacher and the way he presented and organized the subject. However, in the U.S., the transmission model is no longer seen as the research model into learning.
The constructivist view places the responsibility for learning on the student with the lecturer as the facilitator. The concept of metacognition is associated with this approach where the student is encouraged to explore his own thinking and knowledge (Farrell 57).
The success of this type of learning depends on the approach the student adopts (Farrell 59).
This approach to the education in the United States still remains prevalent. Most Americans attend twelve years of primary and secondary school. With a secondary school (“high school”) diploma or certificate, a student can enter college, university, and other professional schools.
Around the age of six most American children begins primary and secondary school. They attend five or six years of primary school. Next they go to secondary school, which consists of either two three- year programs or a three-year and a four-year program. These are called middle school and high school. After finishing high school, American students could chose to go on to college or university. College or university study is known as “higher education”.
The Essay on University Of Phoenix School Student Learning
What would I like to achieve, as a University of Phoenix student is a degree in Business Administration. As for as a goal for me I would like to make a much better life for my two kids and me. I'm a single mom and going back to school at my age is scare enough. But my encouragement has been my friends. I have watch so many of them go back to school in the last past five years. I even have friend ...
Study at a college or university leading to the Bachelor’s Degree is known as undergraduate education. Study beyond the Bachelor’s Degree is known as postgraduate school. (Hirsch 48).
