Questions And Answers In Mathematics

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.

“I know math doesn’t come easy for you,” she told me. “But I want you to retake that test and study even harder because if you think you can do it, then you can.” I sighed and agreed and gave her a hug. After dinner, I studied for hours and hours upon end. I really knew my math by the end of it! I can do it I can do it I can do it… I told myself.

Part B. Describe two mathematical strengths for each student whose response indicates the need to reteach the math content.

Imagine you’re in a classroom full of teenagers that don’t want to be there, and are known for being violent and doing illegal activity, and now you’re expected to teach them math. This was the situation of Jaime Escalante. Jaime Escalante took a stand during the 1980s by teaching in a way that helped the students understand that he wanted them to succeed and impacts us today by showing that teacher support can help kids succeed.

This highlights the pressure that is put on her by herself to do well. It is just studying for a test, it should not be an that arduous of a task. This is a problem in society because students put so much pressure on themselves that even studying for a test is hard for them and causes them stress. (68 words)

You have selected a course unlike any other math course. The purpose of this Summer Assignment is to:

Upon observing your class, we have learned a lot about the methods you utilize in order to help the students with mathematics and about how the students learn. Observing your class was both an honor and a learning opportunity for us, as you are an important, and well-respected faculty member in the school system. However, while we appreciate your goals and tactics to make learning mathematics easier for the students, we have discovered some flaws in the use of mnemonics, rules, and tricks for helping students understand the subject material.

This year, in MA103 I hope to greater develop my problem solving and mathematical skills. In order for this to happen, I have a few expectations for the course. On top of course expectations, I also have expectations for the instructor and myself that I hope will be met throughout the semester.

Her eyes scanned the page as if she was learning to read for the first time. The more she looked, the less she understood. How could was she unable to understand something this simple? It was so simple, yet the answers still did not show themselves.The idea of failure was foreign to her, as was confusion. Whenever the teacher set a paper on the desk in front of her, she would complete it with ease. It was what everyone expected of her, and she always lived up to that expectation. That was the norm, until today. For just a moment, panic set in. How could she damage her reputation by asking a question? What would her parents think of her if they knew she wasn’t perfect? As her heart slowed down, she secretly pulled out her notes, making sure

Lily did very well in this section, her standard score for Applied Problems was a 100. Her grade equivalent score was 9.8, and her age equivalent score was 15.4. This showed she is right on track in understand problems and solving them. On the Math Fluency subtest, Lily scored in the above average range. Lily’s standard score was 109, her age equivalent score was greater than 25, and her grade equivalent score was 13.0. Lily had three minutes to complete as many basic addition, subtraction, and multiplication problems as possible. Lily was able to accurately answer 122 problems out of the 125 she completed. Lily’s score suggests that she does not struggle with the accuracy or automaticity of recalling basic math facts. Lily’s average Broad Math scores show that math is most definitely a strength for her academically. While completing the math subtests Lily was very eager and excited to answer the problems. Her strength comes from being strong on all three subtests: Math Fluency, Applied Problems, and

Based on the recent administration of the WJ-IV, Madilynn performed in the Math Calculation Skills cluster with a standard score of 96 (Average when compared to same age peers). On the two subtests within the Math Calculation Skills cluster Madilynn achieved the following: Calculation-90 (Average) and Math Fact Fluency-130 (Superior). When tested on three tenth grade level algebra related exams, Madilynn received an average score of 83%. When tested on three tenth grade level geometry related exams, Madilynn received an average score of 77%. Additionally, her teacher reports that there is slight difficulty with geometry word problems and following step-by-step directions in the math textbook, but these issues are predicted to be related to her reading skill and not math skills. On a timed test containing one hundred double digit problems (multiplication, division, addition, and subtraction) Madilynn was able to correctly answer 89 out of the 100 problems within 4 minutes. It has been observed that Madilynn often counts with one hand and/or taps the desk/table to aid with counting numbers. The team agreed that there are no apparent needs or concerns in math (with the exception of reading geometry word problems and directions) that need to be

Digging through the recycling bin of the math supervisor's office, I pull out an old piece of paper with typed font on one side, and blankness on the other -- perfect. “Mom,” I say, looking up with my four-year old eyes, “Do you have a pencil?” She goes into her purse to retrieve one, eager to see what simple drawing I could create as we waited for my dad (who was a math teacher at the time) to come out of his meeting. However, as she is searching, I waddle right up to the bookshelf and pursue my options. A vast array of different grade-level textbooks were laid out before me; the third-grade option seemed most suitable. I took my pencil, the book, and the paper, and sat sat down at the table to see what I could make of the advanced problems.

Without question, Curtis is one of the four or five most outstanding students I have taught at Cheyenne-Eagle Butte High School in eight years of teaching. With a strong determination and a deep interest in mathematics, Curtis has a curiosity and an inquisitiveness that is rivaled by few of his peers. While studying my courses, Curtis demonstrated tremendous effort and brought a great energy to the class. He truly displayed a growth mindset. Having the combination of a positive attitude and the belief that he can always improve is essential to the learning process.

Ms. Kostos is a second grade teacher. During her time as a teacher she has seen the math standards and expectations for students evolve from just getting an answer, to thinking about how a problem is solved and communicating that process to others, while using the

We finished our third unit of math and began our fourth unit of math all about repeated addition and arrays.