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Use Concrete Examples

Tags

Mathematics Science All Ages Strategy

Skills

Verbal Reasoning Abstract Reasoning

Use Concrete Examples

If your student struggles with abstract concepts in math and science

Instruction And Practice

  1. Objective: Engage students using high interest, relatable topics that helps connect the math topic to real life situations. This will increase engagement and support their understanding. Provide the purpose and context when introducing new concepts. Embedding the math concepts into interesting contexts helps engage students and provides access for all students.
  2. Three-act tasks are a popular and effective way of introducing new math concepts. These lessons provide engaging contexts and help students develop a conceptual understanding. Teachers use carefully crafted video clips to engage learners in questioning, wondering, and solving real life math contexts. (See Teacher Resources for information on how to implement tasks)
  3. Consider rewriting math problems with the same numbers and concepts, but more relevant subjects and objects. For example, use the names of your students in the problem. Use more relatable contexts such as the environment around you and events happening in your school or town.
  4. Have students write their own math word problems based on interest. Students can solve their own or a problem written by a peer.

Why It Works (the Science Of Learning)!

When students are interested in the topic, they are more likely to focus and put in the required effort. This might be truer in math than any other subject. Making the problems more relevant and concrete can engage students and help them understand the math concepts better. In addition, they will more likely be motivated which will increase perseverance. Giving students concrete tools to use while teaching a topic allows students to construct a conceptual understanding of the math.

Best-suited for students with weaker: Attention, Inhibition, Long-term Memory, Metacognition, Short-Term Memory, Processing Speed (Source: Digital Promise Learner Variability Project)