Reflection On My Math Class

For as long as I can remember, I’ve enjoyed math classes. Although some problems are challenging, math has never been a difficult

This movie, The Classroom, which was very interesting to watch, discusses all that goes on in the school system, the good and the bad. But it also shows how things at home can affect the way the student acts during the school day. This movie definitely makes you look at students that act out differently, instead of punishing them maybe we should all look deeper into the issue and find a way for the student to thrive and use school as an outlet.

My time spent in the Clinical setting, so far, has been extremely inciteful as to how to become a better educator in a classroom setting. Through the data I collected I was able to connect Borich’s Seven Variables of learning to the students. By being in the clinical setting for nearly two months, I have been exposed to new ways of thinking when it comes to structuring a classroom and instructing a classroom. Within this reflection you will find out how I would better plan an effective lesson for the pupils in my future classroom. You will also discover what I will do about certain issues in the classroom and how I will address/fix them.

Having always excelled in math and math related content in class, this often left me feeling board and unchallenged, however after being reintroduced to a challenge and having to work for something, my love for math was reignited. Now there was someone who was going to ensure I would learn, sitting in class just waiting for the assignment

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

This is Jada Carter from your C Hour Algebra 2 class. I was wondering if you're going to put in a grade for my notebook. On Thursday, I gave you my notebook again because it wasn't no grade in the grade book and it was in the pile with the others to be graded. I'm really trying to keep my A in the class. Hope you're having a good

This is my first online class. I will be graduating next fall with my associates in Human Services. I have enjoyed all of my classes over the last couple of years, except Math. I am not a great Math student.

From the very beginning of my academic career, I have always relied on math classes as a support system for understanding anything around me, but it was not until I went high school that I realized how much I love math and it's never changing principles. During freshman year, I took Honors Algebra 1, which was considered the standard class for 9th grade honors students entering my high school, yet when I sat down in the classroom, I felt like I didn't belong there. Even though my class was accelerated compared to the regular algebra classes, my desire to go ahead of my classmates only became stronger and my motivation for my educational drive increased, like a positive slope to a linear equation. When the school year ended and I was selected

Working in pairs, students were able to apply a range of strategies to solve realistic problems and comment on the efficiency of different strategies they were using (ACARA, n.d.–e.). In an inquiry approach, students in small groups completed tasks independently by selecting and applying efficient mental and written strategies to solve problems involving operations and whole numbers (ACMNA123). Students were permitted to select activities based on their confidence of the learning objective giving them the opportunity to develop automaticity in their learning. These opportunities reinforce students’ ability to demonstrate reasoning of outcomes as they are required to justify their approaches to solving the mathematical problems reflecting the year 5 general capabilities and reasoning proficiency

I intentionally employ a mix of instructional strategies in the classroom in order to give my students a variety of opportunities in which to engage themselves and each other with new content. Most class periods provide chances for students to work individually, as partners and/or in groups and units include a variety of problem-solving tasks to help students understand how the skills are used. Although the students seem to

Students who use manipulatives in their mathematics classes usually outperform those who do not (Driscoll, 1983; Greabell, 1978; Raphael & Wahlstrom, 1989; Sowell, 1989; Suydam, 1986). Manipulative use also increases scores on retention and problem solving tests. It can also improve students Attitudes toward mathematics when instruction with concrete materials is provided by the teacher (Sowell,

During the observation time I was placed in a first grade classroom. Walking into the class I began to look around and smile, there was so much color all over the classroom I could not help but feel happier. The teacher immediately stopped the class and told us what they were doing that morning and had each student introduce themselves to us. They went around and stated their name and then went back to their math workbook. When they were finished with their math worksheets they were then able to pick something to do around the room. That included reading on their own, getting to use the iPad, working on the computer, etc. Some students were together while others chose to work on things independently.

In this paper I will be discussing the mathematical task framework, low cognitive demand and high cognitive demand by using two different articles. The research I will be using is from “Mathematical Tasks as a Framework for Reflection: From Research to Practice” by Mary Kay Stein and Margaret Schwan Smith and “Selecting and Creating Mathematical Tasks: From Research to Practice” by Margaret Schwan Smith and Mary Kay Stein. I have been given several different tasks that I have analyzed and put in high cognitive demand or in low cognitive demand. I will explain why I have chosen high or low cognitive demand for each task with using different approaches such as memorization, procedures without connections, procedures with connections, and doing mathematics.

Schweyer further stated that in “using manipulatives in teaching mathematics will help students learn to relate real world situations to mathematics symbolism, work together cooperatively in solving problems,

Teaching can be a challenge, you never know what to expect and each classroom will be unique. However, you will always have to be prepare for teaching in a situation you may not be comfertable with. Educating students and practicing proper knowledge on subjects such as race, class, gender, sexual orientation and disability are vital in creating a safe and respectful classroom for all. School is often looked upon as a place of security for students and it is our job as teachers to help maintain that status.