Essay About My Math Teaching Experience

In order to improve my instructional practices, I analyzed instructional data from district math diagnostic and proficiency assessments. The most recent assessment assessed student’s abilities to count, add and subtract, and their understanding of place value. My students scored below not only the other first grade students at the school, but also all first grade students in the district. 81.6% of my students could count, read, and write numbers to 120. This was an improvement from their diagnostic assessment. However, only 66.7% could relate counting to addition and subtraction, and only 45% demonstrated understanding of place value in two digit numbers.

Students had previously covered the topic of developing fluency in multiplication by 2-digit numbers. After that topic students moved on to cover number sense, dividing by 1-digit divisors using mental math to prepare them for the following topic of my learning segment. The topic of my learning segment consists of developing fluency, dividing by 1-digit divisors. I designed my lesson as a three-day unit focusing on long division by modeling division with place-value blocks, dividing 2-digit by 1-digit numbers, and dividing 3-digit by 1-digit numbers. Students were introduced to division prior to my learning segment but the struggled to understand and comprehend division because students were only introduced to the division algorithm and were not provided with a mnemonic to help them recall the steps. Students also weren’t introduced to division with manipulatives or drawings. Therefore, I

Above: Above grade level students will be expected to complete 8-10 rounds of the three-digit addition problems during the provided activity time. The teacher will ask above grade level students key questions (What other strategy could you use to check your answer?) Above grade level students will be asked to complete two rounds of the activity adding three, three-digit numbers (roll the three dice three times). The students will be asked to draw or write one strategy they used to solve the three, three-digit addition problems. If students complete the activity early, they can be a “teacher’s helper” and provide ESOL and below grade level students with assistance that is closer the their zone of proximal development. (The student has to obtain a high level of understanding to be able to teach the material.)

I observed some different things that work and some things that don’t work in a 3k classroom. One activity was that they had a phone drawn on paper and they were expected to write the numbers on the keys. This activity did not go over well and they had a hard time completing the activity. We ended up having to modify the lesson by writing in the numbers and having the students trace them. This still was a little hard for the students, but it worked better. One activity that the teacher entrusted me to do alone, besides teaching my lesson, was asking the children what they wanted to be when the grow up and allowing them to draw it. I really enjoyed doing this activity because it was one of the few times that I actually got to interact with the children

This October 2017, practicum observation at Sharpsville Elementary consisted of a third grade Math Assessment interview and observation. The third grade teacher works on formative and summative assessment in the math class. The teacher uses different ways to assess students in the classroom. In most cases, whether the child is above level or at the level where the child should be she has many options and strategies on how to solve mathematical problems as a whole-group or individually. This reflection will discuss the formative assessment, summative assessment, how students respond to the instruction, and a student interview observation..

As a prospective mathematics teacher, I want to make thinking visible to my students. I want them to be able to express their ideas and be able to elaborate on their answers. Two types of thinking I would like to promote in my classroom are critical and creative thinking because mathematics is a subject that involves both when it comes to problem solving. Critical and creative thinking promote higher levels of student engagement and involves opportunities to investigate skills and concepts in a much wider setting. I want to teach mathematics in a way that has meaning and relevance, rather than through boring isolated topics.

You need to be able to use different strategies and resources in order to develop mathematical skills in young children, you can do this through focused activities as well as using the learning environment to stimulate children’s learning.

| Students will tell how addition and subtraction can be applied to solving an equation?

Math is one of the most important subject(s) any student will learn over the course of their school age years. Throw out the traditional ways of retaining information when it comes to teaching math. Help the student by, giving the formulas they will need to learn new concepts. Provide the student with an adding machine or calculator, this will help in the problem solving area and will give the student a visual reference that they can use. Help the student by designing a work journal also, it may help to also provide some of the most simple and basic problems. Be supportive when using new concepts to new problems, especially when your student suffers from headaches caused by the seizures and having problems recalling information.

I believe that teaching is one of the most important professions in the world today. From the very beginning, until present time, teaching has been around. The book of Genesis speaks of God walking and talking with Adam in The Garden of Eden, God was teaching Adam. I will be proud to, one day, be a part of this great calling.

The teacher I interviewed has taught for more than ten years at the same school. She started as a fourth grade teacher but she now works as an interventionist.

Observations for Jose took place on his science and math classrooms respectively. At the beginning of the class, the teacher asked a question to the group, Jose raised his hand to answer. He remained quiet on his desk while teacher explained the lesson in detail to the whole class. During the rest of the class, he remained seated on his desk and participated in the discussion at the proper time. The teacher showed a video to the class and asked some questions, most of the class tried to answer them, but Jose didn’t seem interested as he was with his head down on his arms. Next Day during the math period, students were working in small groups. Jose actively participated in the class discussion. He reviewed his paperwork with his peers and asked a few questions to the teacher’s assistant. Jose followed the teacher commands until the class finished. During the interview process, Jose mentioned that his favorite subjects were reading and science, conversely the subject that gives him most trouble is English because kids in the class laugh at him. Jose thinks that learning is natural for him and he can complete assigned works but doesn’t feel being as smart as the other students. When with his friends, he likes to hang out, play games and soccer. About his other classmates, he stated not getting along with them because they are always pushing or tickling him. Jose reported having no problems with the teachers or at school in general. On weekends, he usually enjoys of playing with

When the kids are learning something, when they finally understand something, when I see that “Ah-ha!” moment, I realize that it is all work it. I love to see them

Why am I a teacher? When I was a child I always had to pretend play school with my friends and I always had to be the teacher. My mom was a preschool teacher at the local day care center and I grew up seeing her cut bulletin boards and plan lessons. My best friend in middle school 's mom was also a teacher. I never wanted to be anything else and didn 't really have a back up plan if this teaching thing didn 't work out. In this paper I will take you on a journey through my educational years in elementary school and middle school, my time high school, delve into my time in college and then into my career as a teacher.

It is important to teach or at least try to teach students problem solving related to math. Problem solving plays a big part in the math process. Teaching problem solving is beneficial to students because helps the students find solutions when struggling. It helps math to be more interesting and less stressful. Students see math with less negative reaction and more hope. Problem solving helps and improves student’s ability to think, solve, and find solutions. It is important for students to have the ability to have problem solving skills and this is what it teaches the students. Ultimately, problem solving helps students focus increase and learn what works best for them.