Brock Anderson

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Title: Direct Instruction vs. Discovery-Based Learning: Finding a Balanced Approach to Instruction in the Mathematics Classroom

Master's Project - 2020 Presentation:   Link to this virtual presentation room Links to an external site.

  • Time:  Session 2,  ~3:10 pm (Central Standard Time)
  •  Group Name:  From the Teacher Lens
  •  Audio only access via: 1-571-392-7650,  PIN: 906 888 9874

Abstract: 

Since the early 20th century, two sides have emerged from the debate over how we should be instructing our secondary ed math students: Direct Instruction supporters and Discovery-based learning advocates. As a soon-to-be first-year teacher, this research was critical in determining the instructional approach that I and other teachers should use in order to be most effective. After reviewing research comparing and analyzing the two strategies, as well as literature that explores the positives and negatives of each, I have determined that a hybrid model is the best way to educate math students. By combining the efficiency and clarity of direct instruction with the deep and meaningful connections that discovery-based learning fosters, educators are able to offer an instructional style that is both effective and equitable for all students in the math classroom.

 

Contact: Brock Anderson, baanderson5@wisc.edu

Presentation and Paper: https://drive.google.com/drive/folders/1M3zJsH8B0XB-ZJWv5fUvR9s4Wl86oFUb?usp=sharing

MS, Curriculum and Instruction, Secondary Mathematics