An example of math journals used in the classroom is adapted for a Stage 1 classroom (Year 2) on the topic of solving two digits addition and subtraction problems MA1-5NA (Appendix A) (NESA, 2017). The math journals will be used before the start of the topic and then again in the middle of the lesson sequence (Appendix B). Using journals before the topic will allow the teacher to identify the students ' misconceptions, learning style preference, prior knowledge and skill levels (McTighe & O 'Connor, 2005). Depending on the students’ academic level, the teacher may differentiate the work in the journal (Appendix C).
The possible responses from the students can be seen in Appendix D. Students who understands the topic would be able to apply
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Therefore, if most students were unable to solve the problem, this will indicate to the teacher that their pedagogy needs to be adapted for the following lesson. If this were to occur during my Professional Experience, I would need to determine which method most students struggle with and make it my prime focus in the next lesson rather than moving on. If the students struggled with the jump method, an approach that could be undertaken is to use concrete materials to represent the tens and ones so there is no confusion between the place values. Bobis, Mulligan & Lowrie (2013) emphasise that when students use concrete materials, they have a deeper understanding of the content. Another approach is to group together struggling students with students who understood the topic so they can discuss their different strategies. This will promote engaging mathematical discussions which can consolidate everyone’s understanding as well as allowing struggling students to observe their peers strategies resulting in a “greater understanding and the development of more advanced strategies” (Gardner, 2011, p. 48).
Once all students have a clearer understanding of these strategies, the teacher can refer to the numeracy continuum and syllabus as a guide to the next step (Appendix A & E). In this instance, the students will recognise and explain which strategies are more efficient as well as being able to apply these strategies to three
Whether you believe learning styles are a myth or fact they still can help you learn the material for class. Just because you take this test online and it says that you are one hundred percent auditory learner doesn’t mean you can’t learn other ways. Learning styles can help you discover more creative ways for you to remember a topic or specific details. How Amy made a poster it helped her present her topic but also helped her learn and remember her topic. By writing it down and being creative you will remember the topic a lot better. I’m not a firm believer in learning styles but I do think that they can help. I am an auditory learner so listening helps me learn although it isn’t the only way I can learn. One of the ken talks we had watched
able to utilise my full potential to achieve a successful graduation of this three- year
Review the sample syllabus and sample rubric under the questions below. Then, provide answers underneath the following questions:
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).
Another idea to improve mathematics performance in elementary level is to encourage the student to link the existing knowledge and the new knowledge effectively while working math problems/examples. A worked example is “a step-by-step demonstration of how to perform a problem” (Clark, Nguyen, & Sweller, 2006, p. 190). This will prepare the students for similar problems in the future as they bridge the connection between the problems and the examples. In many cases, students are encouraged to link the informal ideas with the formal mathematics ideas that are presented by the teacher to be able to solve problems. When students examine their own ideas, they are encouraged to build functional understanding through interaction in the classroom. When students share among themselves on differences and similarities in arithmetic procedures, they construct the relationship between themselves hence making it the foundation for achieving better grades in mathematics. Teachers can also encourage students to learn concepts and skills by solving problems (Mitchell et al 2000). Students do perform successfully after they acquire good conceptual understanding because they develop skills and procedures, which are necessary for their better performance. However, slow learning students should engage in more practice
The Standards for Mathematical Practice are essential tools that will ensure a student has everything they need to improve in their knowledge and understanding in mathematics. Thus, it is highly important that all level mathematical educators try to implement these standards into their classrooms. Ultimately, there are two sections called, “processes and proficiencies” in which the standards are derived from. The practices are depended on these two standards in the mathematics education. For the reason being, that they provide strategies that will help develop a foundation that students may rely on to comprehend and approach a problem. In other words, the standards do not show step-by-step ways on how to solve a problem, but rather help a student feel comfortable and confident in approaching, analyzing, and finishing a problem. The process standards defined by the National Council of Teachers of Mathematics emphasizes a way of problem solving, reasoning and proof, communication, connections, and representations. The proficiencies identified by the National Research Council include, adaptive reasoning, strategic competence, conceptual understanding, productive disposition, and procedural fluency. Knowing how beneficial the Standards for Mathematical Practice is for students, it is clear that as a future teacher I will implement these strategies in every classroom so that all my students may have a chance to prosper.
These samples of student’s work support the standards 3.3 and 3.5. For addition, subtraction, multiplication, more or less, and word problems, the student has learned how to do these methods through visual, audio, modeling, guided practice, and individual practice. When teaching the lessons, I used modeling, visual and audio instructional strategies. Once the methods were taught, the student did guided practice and then individual practice. For this student I start with addition problems because they are something he enjoys doing. Once he has done some, I am able to have him complete less desired tasks such as subtraction and word problems.
Provide a response to four of the following topics. Please identify which topics you are addressing and be sure to cite all information taken from course material. Each response is worth 15 points.
Understand How the Students Learn: All students do not learn the same way. There are a few theorist who decided that there were certain ways students learned. Some are teacher centered and others students centered. I myself believe heavily in the behaviorist theory, because I feel that the classroom is a more controlled environment. That theory was the way that worked for me best as a student, however; I understand that times are changing, more classes are student centered. The way that I have decided to combine the two to first figure out what will best work for my students. They may learn better by constructing their own knowledge through research or working together with others to build onto what they already know. I will be sure to expose
Essential Question: Is your Catholic Identity showing? Does my Catholic Identity go beyond the school walls?
After reviewing student work and collecting data about their progress in this learning segment, I centered in on what topics students needed more assistance on and which they had mastered. Students tended to understand simple decimal subtraction (question 1a), decimal point placement (question 2a) in a multi-digit number and simple decimal multiplication (question 6). All three of my selected students correctly answered 1a and 2a proving that students across all ability levels were able to master this specific content. As for number six, two out of these three students answered it correctly.
During the sixty-minute lesson, the students will determine one, ten, or one hundred more or less than a given number. This lesson teaches students how to determine one, ten, or one hundred more or less using the DWS (draw it, write it, solve it) strategy, a place vale chart, and expanded form (391, expanded form = 300+90+1). This lesson builds on the student’s prior knowledge of place value disks, and helps them to make connections between a representational drawing and expanded number form. The place value chart and place value disks are used to help students visualize one, ten, or one hundred more or less than a number in connection to place value understanding (ones, tens, hundreds place). The goal of this lesson is for students to apply their knowledge of place value understanding in order to determine one, ten, or one hundred more or less of a given number, using the lesson strategies to help them explain their
The book addressed several Mathematical Practices (MP). MP 4 addressed that apply what they know in math to attempt to solve the problem (The California Department of Education, 2013, p.7). The book describes an everyday problem of having enough money for t-shirts and thought the story they are raising money. The book applies an every day situation to how to count money. Another
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.
Maths is ubiquitous in our lives, but depending on the learning received as a child it could inspire or frighten. If a child has a negative experience in mathematics, that experience has the ability to affect his/her attitude toward mathematics as an adult. Solso (2009) explains that math has the ability to confuse, frighten, and frustrate learners of all ages; Math also has the ability to inspire, encourage and achieve. Almost all daily activities include some form of mathematical procedure, whether people are aware of it or not. Possessing a solid learning foundation for math is vital to ensure a lifelong understanding of math. This essay will discuss why it is crucial to develop in children the ability to tackle problems with initiative and confidence (Anghileri, 2006, p. 2) and why mathematics has changed from careful rehearsal of standard procedures to a focus on mathematical thinking and communication to prepare them for the world of tomorrow (Anghileri).