Mathematical Genius Community Analysis

This paper will demonstrate the pre-service teachers’ understanding of mathematical practices as part of the Common Core State Standards in Mathematics. It will address two specific standards for Mathematical Practices, describing the essence of both and providing a description of how teachers facilitate these practices and how students are engaged in the practices.

My passion for mathematics was fixed at the age of ten, on the morning that my mathematics teacher told I would be sitting the Junior Maths Challenge, 'as practice for when you are older'. As I nervously started to answer the questions, a whole world began to open before me. I revelled in the problem solving, answering questions of a nature I had not seen before. My teachers were delighted when I emerged from the exam hungry for more. Since then I have consistently demonstrated my aptitude, achieving gold awards through to senior level, and scoring highly in the European Kangaroo.

As a student, I always enjoyed math. In high school I took all of the offered math classes, including Calculus. The first math class I took in college was a breeze, and I thought that this one would be no different. What could I learn about elementary school math that I did not already know? Contrary to my expectation, the first day of class, I learned things about math that had never been brought to my attention. This paper will discuss what I have learned about subtraction, about students, about the Common Core State Standards, and how my concept map has changed since my first draft.

The author explains how many students, especially those in the focused-upon second grade class, have difficulty explaining their “mathematical thinking process”. While they may provide correct answers using memorized calculations, they are unable to demonstrate their conceptual understandings or explain how they achieved the right results. As stated by the researcher, “it is important for students to be able to demonstrate their mathematical thinking as well as their method of solving a problem” (Kostos & Shin, 2010, p.223).

The magnet board and dots allow the students to interpret problems as the total number of objects in different groups; for example, 5x7 is interpreted as 5 groups of 7 objects each. The math fact table, supplied to Peter, will help build connection between prior learning that is essential for the lesson; furthermore, repetition of concepts over the course of the day will be supplied to the student. For example, the skills practiced will be extended into the other courses throughout the day (i.e. english, science, etc.) ]

Standards for Mathematical Practice Kindergarten- Grade 12; Measurement and Data: Work with time and money.

Geometry and Algebra are so crucial to the development of the world it is taught to every public high school in the United States, around 14.8 million teenagers each year (National Center for Education Statistics). Mathematics is the engine powering our world; our stocks, economy, technology, and science are all based off from math. Math is our universal and definite language “I was especially delighted with the mathematics, on account of the certitude and evidence of their reasonings.” (Rene Descartes, 1637).

Using hands-on resources and manipulatives in mathematics is important for student’s development of mathematical content knowledge. Knaus & Featherstone (2014. p. 12) state that through the manipulation of objects in a mathematically rich environment children are able to achieve an understanding providing a bridge between everyday concepts and abstract concepts. Furthermore, manipulatives and play are linked. During play with manipulatives such as an age appropriately fill treasure basket children are able to explore a range of objects shapes, sizes, textures, weights, lengths and the mathematical language that is related to the objects (Knaus & Featherstone, 2014). According to, Connell, Shearer, Tobin and Harrod (2006) exploratory manipulatives provide students with the opportunity to explore their

Algebra is the gateway math for all things higher education. As stated in the article, many students who don’t go on to complete algebra in high school, will not get into post secondary schools or achieve the higher level of critical thinking. While the current phrase is “algebra for all”, we should be introducing algebra to early education as well. This article was focused on the four mathematical ideas that need to be incorporated in early education: Patterns, mathematical situations and structures, models of quantitative relationships, and change.

I have come to learn how essential it is to give back to your community. I unfortunately have not been exposed to much community events personally. any contribution rather small or large can make a positive impact. growing up in hawaii and learning the aloha spirit from a young age has influenced me in a great way. I feel that it is in me to help the next person.

“Today we are going to try something different for math,” I tell my son, “Hang on while I find something.” I go to the drawer in the kitchen and pull out a simple deck of cards.

The focal point of this assessment is to display my understanding and achievement in developing numeracy. Numeracy comprises mathematical knowledge, competence, and tendency towards maths. Within Australian Curriculum of Foundation to Year 10, the six areas of mathematics are Number, Algebra, Measurement, Geometry, Statistics, and Probability. From each of the components the evaluation and assessment of my understanding and progress of numeracy is based on the weekly tasks demonstrated in ‘What I know about’ (WIKA), ‘Thinking time problem’ (TTP), and the results from Mathspace test. The WIKA draws on my understanding on the concepts of each areas of mathematics, examples of activities, and other areas of mathematics relate to each of the components.

Community is like an extended family. We support each other in so many ways, whether it’s volunteering at a fundraiser, offering advice or even just a smile and kind words. I live in a small town which means a lot of things, but most importantly that I grew up with a strong sense of community. I'll be graduating with a class of about eighty of my peers this year and I've gone to school with about half of these students since Kindergarten. This gave me the opportunity to grow strong bonds with those around me. These experiences will help me to enrich the sense of community that UW- has worked so hard to create. Helping each other learn and grow has and always will be important to me.

Introduction: This game is a fun and educational game that will keep you on your toes as you try and answer before the other teams. Playing this game will sharpen your math skills and help you get an A in your Math class.

Multiplicative thinking, fractions and decimals are important aspects of mathematics required for a deep conceptual understanding. The following portfolio will discuss the key ideas of each and the strategies to enable positive teaching. It will highlight certain difficulties and misconceptions that children face and discuss resources and activities to help alleviate these. It will also acknowledge the connections between the areas of mathematics and discuss the need for succinct teaching instead of an isolated approach.