Which of the following is not a reason to make mathematics and science instruction relevant?
A. To protect schools from being sued for discrimination
B. To consider diversity in race, ethnicity, social class, and gender
C. To build on concepts that children learn before they come to school
D. To help teachers identify each student's zone of proximal development
a.
Right.
thanks ms.Sue
You're welcome, Daniella.
To determine which of the options is not a reason to make mathematics and science instruction relevant, let's analyze each option:
A. To protect schools from being sued for discrimination: This option suggests that making mathematics and science instruction relevant is a way to protect schools from discrimination lawsuits. Making instruction relevant, however, primarily focuses on engaging students and enhancing their learning experiences rather than solely addressing legal concerns. Therefore, option A is not a reason to make mathematics and science instruction relevant.
B. To consider diversity in race, ethnicity, social class, and gender: This option highlights the importance of recognizing diversity when delivering instruction. Making mathematics and science instruction relevant allows teachers to incorporate diverse perspectives, experiences, and examples, thus promoting inclusivity and providing a more meaningful learning environment. Therefore, option B is a valid reason to make mathematics and science instruction relevant.
C. To build on concepts that children learn before they come to school: This option emphasizes the importance of building on the knowledge and experiences that children bring with them to school. Making instruction relevant in mathematics and science allows teachers to connect new concepts to students' prior knowledge, making learning more accessible and promoting deeper understanding. Therefore, option C is a valid reason to make mathematics and science instruction relevant.
D. To help teachers identify each student's zone of proximal development: This option suggests that making instruction relevant can assist teachers in identifying each student's "zone of proximal development." The zone of proximal development is the range of tasks in which a student can perform with guidance or support. Making mathematics and science instruction relevant can indeed help identify students' specific learning needs and provide appropriate challenges. Therefore, option D is a valid reason to make mathematics and science instruction relevant.
In conclusion, based on the options provided, option A (To protect schools from being sued for discrimination) is not a valid reason to make mathematics and science instruction relevant.