Learning Geometry Requires Steps Or Levels

The Standards for Mathematical Practice are essential tools that will ensure a student has everything they need to improve in their knowledge and understanding in mathematics. Thus, it is highly important that all level mathematical educators try to implement these standards into their classrooms. Ultimately, there are two sections called, “processes and proficiencies” in which the standards are derived from. The practices are depended on these two standards in the mathematics education. For the reason being, that they provide strategies that will help develop a foundation that students may rely on to comprehend and approach a problem. In other words, the standards do not show step-by-step ways on how to solve a problem, but rather help a student feel comfortable and confident in approaching, analyzing, and finishing a problem. The process standards defined by the National Council of Teachers of Mathematics emphasizes a way of problem solving, reasoning and proof, communication, connections, and representations. The proficiencies identified by the National Research Council include, adaptive reasoning, strategic competence, conceptual understanding, productive disposition, and procedural fluency. Knowing how beneficial the Standards for Mathematical Practice is for students, it is clear that as a future teacher I will implement these strategies in every classroom so that all my students may have a chance to prosper.

Math lessons can be written with the influence of the arts at locations including both the target objectives as well as the learning activities. This lesson plan has students participating in these art influences to help attain mastery and retention. These activities are very important for Sousa says that teaching the arts enhances our cognitive and emotional growth (2011). The students will be experiencing the art through the visual perspective

The curriculum and lesson plans can be too challenging for some student, the student(s) can

Essential aspects that underpin the professional and dedicated educator include the revising of knowledge and experience, reflection, and an effort in understanding their students. Within mathematics, these skills are informed by the curriculum chosen, the students involved, and the pedagogy that is selected, that create the professional judgement cycle (as seen in Appendix One) (Department of Education and Training Western Australia [DETWA], 2013a). The more teachers understand about their students, the more they can adapt the learning environment to cater for these different learning approaches (Burns, 2010).

Following the year 9 Australian Curriculum ACMMG221 in geometric reasoning to solve problems using ratio and scale factors in similar figures (Australian Curriculum, Assessment and Reporting

There are different styles of teaching, as each pupil will learn in a different style, these include visual learners, auditory learners and kinesthetic learners. These learners all need different ways of helping them to learn. For example a

Another idea to improve mathematics performance in elementary level is to encourage the student to link the existing knowledge and the new knowledge effectively while working math problems/examples. A worked example is “a step-by-step demonstration of how to perform a problem” (Clark, Nguyen, & Sweller, 2006, p. 190). This will prepare the students for similar problems in the future as they bridge the connection between the problems and the examples. In many cases, students are encouraged to link the informal ideas with the formal mathematics ideas that are presented by the teacher to be able to solve problems. When students examine their own ideas, they are encouraged to build functional understanding through interaction in the classroom. When students share among themselves on differences and similarities in arithmetic procedures, they construct the relationship between themselves hence making it the foundation for achieving better grades in mathematics. Teachers can also encourage students to learn concepts and skills by solving problems (Mitchell et al 2000). Students do perform successfully after they acquire good conceptual understanding because they develop skills and procedures, which are necessary for their better performance. However, slow learning students should engage in more practice

This artifact addresses the standards of content/subject matter, diverse learners, instructional strategies, and methods of teaching in several different ways. The artifact deals with the content of 8th grade math, in this particular artifact it deals with slope, proportionality, and slope intercept form. With using these concepts, I used a variety of strategies including creative thinking and problem solving to make questions. I was also able to create opportunities for diverse learners in this lesson with the strategies and methods of the 8th grade math content. When creating this lesson it was not my goal to interconnect these four standards, it was after reflecting on the lesson that I observed I connected these four standards in my lesson

When educating students, it is essential to their growth, that teachers have the ability to learn and grow with their students. Every child learns, thinks, and comprehends differently; therefore, the same material should be taught in multiple ways. For example, in my Math 106 class, all students solve the same problem, the teacher then has a few students explain and depict the different ways they received the correct answer. When a student has a difficult time explaining their method, Mrs. Graybeal provides encouragement and guidance; thus. Also, students who are having a difficult time solving the problem used one of the methods provided by a peer to help them comprehend and solve the problem. Math 106 teaches future educators the

4. This information persuades schools to maintain the preexisting curriculum. The unique set of applied techniques provides a sophisticated approach in which students can learn spatial and psychological skills. The comfortable and anodyne environment, in which students learn, is also considered a safe haven. Furthermore, the previous statistics and figures vividly depict the wide acceptance and efficiency of the program. Having so many esteemed personnel’s indulge in such a program verifies its success and proficiency. If uncertain about the methods used, considering a fist-hand opinion should be

The lesson plans were designed following the backward design process (Wiggins & McTighe, 2001) (2.2). Following backward design included considering the Australian Curriculum: Mathematics in order to identify the learning goals and decide on what evidence, both formative and summative would indicate that learning had taken place (Wiggins & McTighe, 2001). The students are introduced to

As a result of implementing any of the ten lesson plans, the students will learn about quantities and their relationships. Moreover, the students will use their curiosity to explore and learn about the world around them. For example, they can learn about how and why leaves change colors. As a result of developing and implementing this artifact, I learned that educators need to ask and respond questions to help foster students’ inquisitiveness and scientific thinking. I also learned that teaching mathematics can be done through interactive activities, and not through hand outs. To improve these lesson

(Objectives of the lessons) During my time in Ms. Felkins classroom, most of the lessons I experiences were, mathematics, word study and literacy. Cognitively, the goal of Ms. Felkins math lesson was to help the students understand the name of each polygon, how to recognize them and how many sides each of them had. The objective of literacy was for the students to learn how to comprehend what they are reading, the importance of fluency and how to use correct spelling and conventions in their writing. The goal of word study is for the students to learn new words, and improve their spelling, handwriting and use of conventions by using them in sentences.

The pedagogies used within the lesson plan and sequence are direct instruction, problem solving and inquiry and explicit teaching. Direct instruction is used to introduce the concept of symmetry; students’ would have been briefly introduced to symmetry in year 3 but as far as the content in the lesson plan it will be fairly new to them. The use of direct instruction to introduce new ideas ensures that the knowledge acquired is accurate; it can then lead to discussion and questioning which draws out students’ prior knowledge and the teacher can build upon what students’ already know. This approach is

In order to teach successfully teachers must learn about first learn about their students. Teachers must assess the student’s capabilities and interests. Some students are visual learners, while others learn from hands on activities, or verbal communication. Not all students can learn through memorization, rather they learn through interest and relation to the topic. “To realize what an experience, or empirical situation, means, we have to call to mind the sort of situation that presents itself outside of school" (Democracy and Education). The curriculum should encompass material that is most useful for a student to learn. It seems that in the majority of schools, students are not given the flexibility to guide their own learning, but rather follow rigid instructions that destroy the student’s imagination.