Dear steemian friends. I will share about authentic learning in mathematic.

When looking at the mathematics curriculum, many people focus on the ability to calculate and believe that they master all the competencies students must have in math.
To improve their knowledge in mathematics learning, students not only learn from teacher explanations and do exercises, but also learn through application and understanding. Learning is not merely receiving and remembering messages delivered.
As teachers begin to see learning as the formation of knowledge, they change their perceptions of curriculum, instruction, and assessment, and also develop a stronger approach in connecting understanding in mathematics and designing instruction in a more mathematical learning experience. The learning experience includes:

1. Hands-on.

Involving students in carrying out first experiments mathematically with physical objects in the environment and having concrete experience before learning abstract mathematical concepts.

Students find new knowledge from their activities.

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Students learning by doing. Based on the research at the University of Chicago, This study demonstrates the importance of learning triggers and even exercises, and suggests that we may be able to lay the foundations for new knowledge simply by telling students how to move their hands, "wrote by author and psychologist Goldin-Meadow in the article" Gesturing Gives Children New Ideas About Math ".

Students learn math with gestures / body movements. They do not stay in their seats when given a problem. On every problem in learning, they are told to repeat a word or gesture already taught. Students can obtain learning information from their gestures.
So students can be more active in the classroom and they learn more effectively. In addition, they can find something different and more interesting in the classroom.

2. minds-on

Thinking about thinking

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Focus on the core concepts and critical thinking processes that students need to create and reshape the mathematical concepts and their relationships in their brains. They have a thought. Students improve their thinking by linking it with their previous understanding to get information. Students analyze and describe the concept of mathematical components. Thus, students can develop their mathematical thinking.

3. Authentic learning.

Authentic learning, allowing students to explore, discover, discuss, and create meaningful mathematical concepts and their relationships with contexts that involve concepts of real mathematics that are relevant and appealing to students.
Students shape their thinking / understanding of mathematical concepts and then create concepts in their minds. They can explore their knowledge and try to solve real life problems to get something new about a particular concept.

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