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Introduction
First of all, it should be stated that the matters of equal opportunities in the context of teaching math in math classes and socio-economic classes differ essentially. Researches, dedicated to this issue point out several most important factors, which influence the allover teaching process and the matters of understanding the taught material by the students. These issues are the teaching strategy, standard-based reformation and the proof tool as the central approach in teaching math to any classes.
Teaching Strategy
The central issue of the teaching process is the teaching strategy, its correspondence to the teaching normative instructions and regulations, as well as the understanding among students. On the one hand the approaches towards teaching math in socio economic classes do not differ from the approaches of teaching math for other classes, nevertheless, the students of SECs have different logical reasoning process and different way of thinking, consequently, the teachers should take this into consideration. In accordance with Latterell (2005, p. 310) the following statement should be emphasized:
Math teachers need to verbalize everything they write on an overhead or blackboard and be precise with their language. The key to teaching math so students internalize and transfer their knowledge is to make learning math personal. No matter how many worksheets students complete, they will never make the connection between math concepts until it is concrete and relates to their personal environment. Math needs to be real and not just a set of numbers or endless problems to calculate.
Standard-based Reformation
This matter is closely associated with the issues of standardization the teaching approaches in order to avoid misconception and misunderstanding in the teaching process. Nevertheless, it should be emphasized that not everyone supports this idea, and the researches, aimed at studying this issue claim that standardization would harm the allover teaching process. The matters of ineffectiveness would mostly touch the unspecialized classes, such as Socio Economic, as they require different approach in comparison with the students of math classes. As Posamentier and Jaye (2007, p. 38) stated in his research, students progress by passing tests, while teacher’s assignment is to get them prepared for this progress.
Proof Tool
Originally, this issue is the closest to the math teaching approaches, as the previous two matters. The proof tool, which is used in teaching math to different students should vary in accordance with the students’ way of thinking and logical reasoning. Surely, these factors will differ essentially among students of math class and students of socio-economic studies. Originally, this tool defines the allover approach towards teaching math, and is the basis of the teaching strategy, nevertheless, the approaches towards using this tool should be different for math and SEC students. In the light of this fact, it should be stated that the main claim for using this approach is derived from the main principle of teaching strategy – make students understand what is taught, and teach them how to apply this understanding for further learning.
Conclusion
Finally, it should be emphasized that the main issues of teaching math are defined in numerous researches, dedicated to the matters of teaching and the factors, which influence the teaching process. The discussed factors are regarded to be the central matters of suiting the teaching approaches.
References
Baugh, I. W. & Raymond, A. (Eds.). (2003). Making Math Success Happen. Eugene, OR: International Society for Technology in Education.
Latterell, C. M. (2005). Math Wars: A Guide for Parents and Teachers. Westport, CT: Praeger.
Posamentier, A. S., Jaye, D., & Krulik, S. (2007). Exemplary Practices for Secondary Math Teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
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