• The article “Tying It All Together” by Jennifer M. Suh examines several practices that help students to develop mathematical proficiency. It began with a mathematics teacher explaining that her students began the year struggling to understand basic mathematics concepts, but after implementing the following practices into the classroom throughout the year, the students began to enjoy mathematics and have a better understanding of math concepts.
• Before the article discussed the teacher implementing the practices into the classroom, it broke down the five strands of mathematical proficiency. Those five strands of mathematical proficiency include conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive
Fed Up With Fed Up Fed Up (2014), directed by Stephanie Soechtig and narrated by Katie Couric, attempts to tackle to feat of exposing the big secret about why America is so overweight. The film opens with disturbing images and clips of obese people and unhealthy habits in action. The film really focuses on advertisement as a main culprit for childhood and adult obesity. Fed Up attempts to appeal to adults and young adults in order to educate them on the obesity epidemic. More specifically, it attempts to reveal the improbable cause for our weight problem.
Math is not a scary thing. It can be fun and highly useful. In researching adult learners who return to college, I found a quote by Einstein saying (2015), “Do not worry about your difficulties in mathematics. I can assure you that mine are still greater.” In Einstein’s humility, it was heartening to know we all have our weaknesses. It was even more hopeful knowing his historical mathematical strengths. According to Erskine (2015), “While the overwhelming majority of Americans, 93 percent, agree that strong math skills are essential to being successful in life, nearly a third say they would rather clean the bathroom than solve a math problem.” We all know how socially acceptable and funny it is to be bad at math. Although Erskine stated it too, she is right. However, I feel the tide is turning. It is becoming increasingly acceptable to improve oneself. I am looking forward to using the EdReady program for my Algebra, Calculus and Trigonometry skills. In bringing this essay to a close, there is always a practical and approachable way to have better math comprehension. Math does not have to be scary. This is my math life
In this interview I conducted with my host teacher at Benton STEM Elementary, I talked about the various ways that she explores strategies inside her classroom for how students are provided access to mathematical learning experiences. My host teacher has been teaching elementary education for eleven years now and is currently teaching 2nd grade. Talking with her about the various methods that she uses in the classroom really informed me of how I want to teach as a future educator. When conducting the interview, we talked from the differentiation practices that she uses in her classroom when teaching mathematics. I will be connecting this interview to chapter 5 by Jo Boaler that I read on tracking in the mainstream classroom and how students mathematical abilities are affected by this.
Understanding children’s mathematics involves more than understanding the relevant mathematical concepts from teacher’s point view. It also involves knowing about how children develop the concepts and how they get engaged when having a maths lesson. Some children dislike mathematics because they couldn’t understand the right way to solve a problem, leading them to lose interest and thinking that ‘I’m not going to do it because I just don’t know how to do it’. It is believed that when children’s literature and mathematics are integrated in a meaningful and interactive way, students will understand the mathematics concepts efficiently and will sustain the knowledge. David Whitin says, "Using math related children's literature can help children realize the variety of situations in which people use mathematics for real purposes" (1994)
Pajares, Frank, and M. David Miller. 1994. Role of Self-Efficacy and Self-Concept Beliefs in Mathematical Problem Solving: A Path Analysis. Journal of Educational Psychology 86 (2): 193-203.
An effective curriculum uses essential mathematical ideas in a way that students can understand how new concepts build on existing knowledge of concepts to learn to solve problems. Students must be taught a variety of concepts that are important to success in future grades without wasting their time. Curriculum issues discussed in this paper are (a) influence on mathematics content in the past 25 years, (b) development of mathematics curriculum, (c) mathematics that should be taught, and (d) problems with U.S. mathematics versus those of other countries (NCTM, 2009).
For some time I have dreamt of becoming a good Maths teacher. In the Sixth Form, my interest was aroused by the passion shown by my Maths teacher who is also my main source of inspiration. I was impressed with her effective methods of teaching and her enthusiasm in making the lessons interesting regardless of how dull the topic was. Brunei is lacking effective Maths teachers so I would like to add to the existing few and improve Maths education in my country. I realised that students in Brunei tend to dislike Maths because they were taught through memorisation rather than grasping the Mathematical concept. Thus, when I graduated as a Maths teacher, I hope to change the mindset of teachers and students so that they will be enchanted in learning Maths and enjoy exploring the subject. For these reasons I have chosen to pursue a degree course in Mathematics and Computing.
As a teacher I hope to keep the students interested and make them realize just how important math can be in someone’s life. Showing both a skill and drill approach and giving them the ability to critically think will help me prepare my student for the real world and show them that they can achieve a lot more than just giving me the simple answer of what two plus two
Effective maths teachers use a variety of teaching approaches, strategies and tools. Through personal experiences, applications and research I have found that these various constructivist, student-centred strategies and tools are very effective in developing not only mathematical knowledge and understanding, but also supporting apprehensive or struggling students.
Students learn mathematics with deeper meaning when they engage in productive struggle--grappling to make sense of problems (Hiebert & Grouws, 2007). Warshauer (2014) adds that teachers can engage students in productive struggle by asking them questions instead of telling them the answers; questioning can help students organize their thoughts as they struggle to make sense of problems. Teachers should increase the cognitive load by refraining from giving students too much help when solving problems (Hiebert & Grouws).
A way to sharpen one’s problem-solving skill is through the use of Mathematics. This is one of the fundamental disciplines in education and learning. Mathematics is one subject that pervades life at any age and in any circumstance. Thus, its value goes beyond the classroom and the school. Mathematics as a school subject, therefore, must be learned comprehensively.
Mathematics Study Skills The first step in learning mathematics is to look over the materials provided, usually a textbook. Locate the glossary. The glossary will have the definition of mathematical terms used in the text. If the text does not have a glossary, locate the index. The index can be used to find the page that contains the definition of a mathematical term. Also, review the table of contents. If the textbook contains a section about ways to successfully use the textbook or a section containing tips for mathematics success review those before diving into the textbook. Before doing any work have supplies ready. Pencil, paper, highlighters, calculator (if required), and class notes all need to be within reach. Read the lesson slowly. Math lessons are not the daily newspaper to be skimmed over, but must be read thoroughly to gain understanding. Review the class notes. Write down mathematical terms used in the lesson and their meaning. Write down the steps used in the lesson. Do practice questions in the textbook and check the level of understanding. Use the highlighter to highlight areas that you are having difficulties with. Review the highlighted areas and ask...
As a secondary subject, society often views mathematics a critical subject for students to learn in order to be successful. Often times, mathematics serves as a gatekeeper for higher learning and certain specific careers. Since the times of Plato, “mathematics was virtually the first thing everyone has to learn…common to all arts, science, and forms of thought” (Stinson, 2004). Plato argued that all students should learn arithmetic; the advanced mathematics was reserved for those that would serve as the “philosopher guardians” of the city (Stinson, 2004). By the 1900s in the United States, mathematics found itself as a cornerstone of curriculum for students. National reports throughout the 20th Century solidified the importance of mathematics in the success of our nation and its students (Stinson, 2004). As a mathematics teacher, my role to educate all students in mathematics is an important one. My personal philosophy of mathematics education – including the optimal learning environment and best practices teaching strategies – motivates my teaching strategies in my personal classroom.
To begin, I want to be able to benefit my students’ learning by aiding them in understanding math and realizing that, although they may not think so, math is practical in real life. In particular, I want to work with students at the secondary grade level because as kids get older...
In order to better and quickly grasp the essence of mathematics as a discipline, it is important to enrich the disciplinary literacy of the learners, which requires them to understand the concept and history of mathematics. They also need to develop and reflect on their own method of fulfilling mathematical tasks. References Struik, Dirk. (1987). The New York Times. A Concise History of Mathematics (3rd ed.