Learning Math And The Classroom

strategies and learning tasks to re-engage students (including what you and the students will be doing)

Respond to the prompts below (no more than 4 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

Kostos and Shin present the research problem by explaining (in great detail) the implications and consequences of students having these issues. The researchers explain the difficulty in having students focus on finding the right answer, and then shifting that focus to finding a meaningful process instead. Students are required to “communicate

Math has never been difficult for me. I think math has always been one of my strongest subjects. I think this because when I was younger I spoke Spanish first and then my parents put me in an all English speaking school and the only thing that didn't change for me was math. I never struggled in math through middle school because I always found it easy so my teachers would give me harder work than others. In the past when I struggles on a problem I would get frustrated really easy. I still get frustrated when I can't get something correct because I feel like I just want to give up and not try anymore. I would try to quit but then I remembered that if my parents found out I would get in trouble so I continued to do it. I wouldn't quit on it,

Ever since the ancient civilizations of Egypt, China, Mesopotamia, and India, we have used mathematics. It has guided the advancement of society and it has led to incredible discoveries. However, the amount of math students should learn has become an issue. Almost every well educated person would agree that all students should learn the value of math. By the time students reach the level of algebra, however, we see politicians, the media, students and parents arguing if they should even learn algebra. One of the reasons is that many U.S. students are failing algebra in high school and college. Algebra is the minimum requirement for all students in high school and a basic requirement in college and universities. To ask to change the

Manipulatives and Models to teach Algebra Concepts (6 points) Identify and explain how specific (by name) manipulatives, mathematical and physical models, and/or technology can be used to teach Algebra concepts for the following strands for a total of 3 tools. See Section 2 directions for more detail. Remember to include references and represent at least one concept from the following strand with a minimum of one of each tool (manipulative, model, and technology) represented in the section.

In the article, “Number Sense: Rethinking Arithmetic Instruction for Students with Mathematical Disabilities,” the authors believe that number sense is as foundational to learning mathematical concepts as phonemic awareness is to reading. Gersten and Chard’s theory is based on “conceptualization of constructivism as a joint approach” where students learn conceptually with a focus on terminology and explore operations using a variety of methodologies. Furthermore, the authors support the merging of number sense activities with fact families’ automaticity activities.

Hi Ms. Kaur. I have Mrs. Weinstock as an Algebra Two Trig teacher this year. Her teaching methods have hindered my academic performance profoundly. I understand almost nothing in class and know this shouldn't be the case. I had Mr. Lübbe last year and I thrived in his class. I was wondering if there was any room in Mr. Lübbe's period 5 math class? I would be so grateful if you were able to transfer me to his class. If this involves changing some of my classes I would be ok with that depending on what class. Some of my classes are only offered one period so I cannot change them. Is it possible for me to see what classes would be changed so I can make sure I wouldn't loose any valuable classes? I know you are very busy so I thank you so much

The lesson I recorded was for a math support class for twelve students. In this lesson, I am reviewing with the meaning of slope, how to find slope, and where it is written in a linear equation. The students were then able to practice individually with a card sort for different points.

The students in this classroom have the instructional level range from kindergarten to fourth grade levels which is several grade levels below their actual grade level. The primary instruction in this classroom is in English, this class also contains students, who are second language learners. Some of my students have difficulty being able to translate between Spanish and English and understand what information is asking them to do. I am the special education teacher in this classroom. I have been a teacher at this school for nine and a half years. My primary focus is to help my students increase their competence level in core academics. This in turn will give each student the opportunity to be place into a resource classroom or general education classroom. The student that will be featured in my study is in his second year with me. Kevin is a 7th grader and this is his second year at our school. Our school is on a block schedule. I will see Kevin on “A-Days” and “B-Days” based on a rotating block schedule. I have an open line of math problem the first time around. What I like most about (K) is that over time he will continue working on a problem until

I like how you mentioned that we can help student’s see that just because they don’t understand something, does not mean they never will. I feel that your quote is a powerful sentence to comprehend. I was a victim to a fixed mindset in Math starting in middle school. I thought that I would learn more every year in school until I hit 6th grade Math.

I stared blankly at the dancing numbers on the edge of my paper. They were slowly fading away into a grayish blur that I could no longer read. The more panic I felt, the farther the numbers traveled away. While I struggled to gather my mind together, I could hear my teacher’s stern voice echoing in the classroom, “Pencils down. Pass your tests up to the front.” I looked back down at the chicken scratch on my paper. There was no doubt that the answers were all wrong.

Some students may learn much faster than others, while other students may take a bit longer to fully understand the material. Sometimes it just takes an ah ha moment for them to get it. Whatever we can do as educators to ensure the effectiveness of the lesson should be done. After all, the goal of an educator is for all of the students to learn the material and be able to use it in a real world situation.

I tried something new when I was in the 1st grade. It all happened when my teacher said Hey class we are going to learn about Multiplication. I remember when I heard that word I thought that was going to puke.

Traditionally, mathematics and language-based subjects have been seen as occurring on opposite sides of a great divide. However, in recent years teachers have realised the importance of talk across the curriculum including mathematics. This is supported by the DfEE (1999a, p11) who state that ‘high quality interactive teaching is oral, interactive and lively. It is a two way process in which pupils are expected to play an interactive role by answering questions, contributing points to discussions, and explaining and demonstrating their methods to the class.’ The recent Cambridge review reinforced the message that ‘teachers