This article talked about how students need an intellectual need or internal drive to solve problems. It gives teachers ideas on how to create an internal drive for students when teaching mathematical ideas or concepts. Lim makes it clear that teachers might just teach the information that is going to be on the standardized tests. He states in his article “Although tasks should engage students and align with assessments, they should also cause students to grapple with the mathematics that we want them to learn” (Lim, 2009). I agree with Lim I think that teachers need to make their lessons engaging but at the same time they have to still meet the states standards.
The next part of the article is about the need for prime factorization and least common multiple. There were helpful visuals in the article that helped explain to the reader how to make these concepts interesting when teaching them. It shows the order that the students should go in when completing the problems so that the students could connect what they just did in the first problem to the next problem.
According to Lim “The purpose of an intellectual-need-provoking task is to allow students to use their existing knowledge to, solve a problem, feel challenged because of the limitation of their existing knowledge, and experience the need for the target knowledge to solve the problem” (Lim 2009). I think that this is a vital part to teaching students mathematics. Teachers need to be aware of their student’s prior knowledge so that they are not overwhelming them and that their students are not falling behind. I think that students give up easily when doing math problems, which is why teachers need to have engaging ideas. If teachers do this then their student’s will not be discouraged but excited to learn.
Lim, K. H. (2009). Provoking intellectual need. Mathematics teaching in the middle school
15(2), 92-99.
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