The Principle of Memorization in Education

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Table of Contents

Introduction
The rationale for Choosing the Learning Event
Details of the Lesson
Context of Learning and a Curriculum Plan
Effect of Educational Policies and Legislation on the Teaching Process
Conclusion
Reference List

Introduction

School programs for young students are based on a number of principles that should be considered when planning the educational process. Children require a special approach since it is essential to not only prepare relevant materials but also to present them accordingly to preserve students’ interests. A math curriculum for second graders is a program that implies teaching the basics of counting and the elementary principles of addition and subtraction.

However, this stage is important because the foundation for subsequent grades is prepared, and valuable skills are acquired. Educational reforms carried out in the country have a significant impact on the curriculum, and legislation plays a crucial role in teaching methodologies supported in schools. When using the example of a lesson for second graders in studying mathematical subtraction, it is possible to determine the specifics of the learning process. The nature of changes that have occurred in an educational policy has influenced the current curriculum significantly, which is reflected in modern teaching methods.

The rationale for Choosing the Learning Event

Honing the skills of elementary mathematical calculations is an important step indicating the beginning of the new phase of the educational process. Those children who are used to determining the total number of objects begin to get acquainted with the new opportunities that the most important exact science opens for them. Moreover, the knowledge that they receive during such lessons is essential background for their further education. According to Mohd Syah et al. (2016), if children demonstrate serious difficulties at this stage, there is a possibility of potential mental disorders, and additional work is done with such students.

However, almost all pupils usually cope with this topic successfully enough. In addition, in this lesson, visual aids have been applied, in particular, a cartoon excerpt with examples of subtraction. The rationale for choosing this approach is the fact that it is often difficult for young students to follow the instructions of their teacher rigorously. Children’s attention is scattered, which, in turn, affects the outcome of teaching negatively. The use of interactive resources helps to attract students’ interest and helps to maintain a positive and productive learning environment.

Details of the Lesson

The target audience of the lesson is second-graders of eight years old who study in accordance with a standard curriculum. The goal is to introduce the students to the principles of mathematical subtraction as an elementary technique. To accomplish the purpose, simple tasks are offered where the students are to determine the number of subjects obtained after performing appropriate calculations. As supporting materials, workbooks are used, textbooks, and cartoon excerpts on a specific topic.

Previously, the students knew that there were certain ways of solving tasks. However, they did not use subtraction in previous assignments since the addition was the only technique. According to the results of the children’s activity, the corresponding reflection will be done, and questions will be asked to the class concerning the material studied, in particular, the new method of calculations.

Context of Learning and a Curriculum Plan

Stimulating student activity through the use of interactive and game-based learning techniques is a standard method for the target group in question. The learning context involves the application of existing knowledge about addition as a mathematical principle and the application of new information. The whole range of work is in the framework of numbers from zero to ten. As Mohd Syah et al. (2016, p. 1450) note, such a method implies “the typical development of whole number arithmetic competencies in children”.

The curriculum provides for the gradual complication of examples as students develop their skills. The current program is based on the principle of memorization. It is important for students to reproduce the material studied and apply the knowledge gained in the future. However, according to Cohen et al. (2015), there are other practices that are aimed at students’ self-studying of the features of mathematical calculations through debates and discussions. This approach may be applied, but in the considered educational environment, a classical method is supported. Thus, the mode of work with second graders is standard enough, although regular educational reforms have a significant impact on the principles of teaching.

Effect of Educational Policies and Legislation on the Teaching Process

Contemporary reforms in the education system affect both adult and young students, and quite often, changes relate to the materials used for work. Polikoff (2015) gives an example of a study where, based on the comparison of mathematical textbooks for second graders from different states, quality results are summarised. It was found that some of the materials outperformed others in the degree of complexity, capacity, and variability of program components (Polikoff 2015). Such a difference can influence the results of teaching practice, and in relation to the lesson in question, the quality of the textbook plays a significant role.

The multiplicity of reforms is the consequence of a constant renovation program. According to Polikoff (2015), changes in the field of education are usually inexpensive because they are aimed not at adjusting educational materials but coordinating pedagogical practice, vocational guidance among students, and other secondary tasks. As a result, few innovations are introduced into the curriculum itself, while the activities of stakeholders are monitored, which imposes certain obligations. Increased control may affect teaching practice negatively because pedagogues are limited in their freedom to choose a particular method. Consequently, an opportunity to adapt the program in accordance with the individual characteristics of students is complicated.

The current legislation places rather serious obligations on the representatives of the school system. Jacob (2017, p. 469) that today, it is mandatory “to report student performance for each school annually, indicating the fraction of students meeting proficiency standards overall and separately for a variety of subgroups”. Despite the understandable background of this requirement, the need to compile additional documents complicates the process of teachers’ work and distracts from direct activities.

However, the indicators of students’ mathematical skills will become part of the report, and increased attention is paid to the quality of memorizing materials, which influences the results of work positively. Also, different tests of professional competence are conducted among the staff, which also has a certain burden. Thus, the current legislation does not pose serious obstacles to the normal educational process but complicates the work of teachers and other representatives of the school system.

Conclusion

The assessment of the lesson for second graders on the basics of mathematical subtraction allows determining the key features of the educational process, its goals, and the context. The curriculum with the use of interactive visual aids contributes to better memorization. The impact of educational reforms and legislation on the learning process itself is not strong, while significant responsibilities for monitoring the academic performance and quality of education are assigned to teachers and other stakeholders.

Reference List

Cohen, JA, Casa, TM, Miller, HC & Firmender, JM 2015, ‘Characteristics of second graders’ mathematical writing’, School Science and Mathematics, vol. 115, no. 7, pp. 344-355.

Jacob, B 2017, ‘The changing federal role in school accountability’, Journal of Policy Analysis and Management, vol. 36, no. 2, pp. 469-477.

Mohd Syah, NE, Hamzaid, NA, Murphy, BP & Lim, E 2016, ‘Development of computer play pedagogy intervention for children with low conceptual understanding in basic mathematics operation using the dyscalculia feature approach’, Interactive Learning Environments, vol. 24, no. 7, pp. 1477-1496.

Polikoff, MS 2015, ‘How well aligned are textbooks to the common core standards in mathematics?’, American Educational Research Journal, vol. 52, no. 6, pp. 1185-1211.

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