Teaching Strategies For The Jump Math Curriculum

Meeting the Common Core State Standards, as well as the preparation of students for math related jobs of the 21st century, is a challenge and opportunity for all math teachers. The challenge begins in elementary school, where teachers face students with both math anxiety and the misconception that math is a difficult subject. Today’s teachers are taught to incorporate new teaching strategies which place the student’s mind at ease and teach math by using “real-world” problems. Teachers should follow “eight mathematical practice standards as a guide to good Math instruction” (Everette 1). The following summary will provide an overview of these best practices.

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

The math concepts taught in this lesson are teaching the students how to use certain math formulas, and practice addition and multiplication. It is beneficial for students to know what tools to use for capturing and displaying information that is important to them (Davis, 2011). The science concepts taught in this

In order for me to demonstrate understanding of this standard, I must consider the impact of the family and community on student learning, contribute to the overall development and improvement of the school, and work with other educators to share knowledge and improve practice. My artifact contributes to school initiatives, projects, and organizations teaching me how to teach and reach my ESL students through different strategies. The ESO training was beneficial for me to gain a deeper understanding of how important communication is when teaching others. I learned it is important to my lessons to include group work instead of individual work (and vice versa), evaluate students' performance on a test to decide whether to reteach the concept or move on to a new one. It is very important to collaborate with other teachers sharing fresh ideas and exchanging a variety of strategies to help relief the stress of math problems. The ESO training used everyday problems to solve math problems. Because we use math in our everyday life it is essential for me to keep my parents informed through emails and phone

I was expecting for the student to have a few difficulties solving the harder fraction problems. Angel, however, was having a very difficult time answering addition problems. He continuously solved addition and subtraction problems different ways. There were moments he added numbers starting from the left and other times he started at the right. In the end, Angel almost never got a question correct and when he did, his explanation showed that he did not understand the problem correctly.

The Case of Randy Harris describes the lesson of a middle school mathematics teacher, and how he uses diagrams, questions, and other methods to guide his students to a better understanding. Throughout his case study, Harris’ methods could be easily compared to that of the Effective Mathematics Teaching Practices. There are eight mathematical teaching practices that support student learning, most of which are performed throughout Randy Harris’ lesson. Harris didn’t perform each teaching practice perfectly, despite doing the majority of them throughout his lessons. The following are examples of how Randy Harris implemented the eight mathematical teaching practices into his lesson, and how the ones that were neglected should have been

This artifact addresses the standards of content/subject matter, diverse learners, instructional strategies, and methods of teaching in several different ways. The artifact deals with the content of 8th grade math, in this particular artifact it deals with slope, proportionality, and slope intercept form. With using these concepts, I used a variety of strategies including creative thinking and problem solving to make questions. I was also able to create opportunities for diverse learners in this lesson with the strategies and methods of the 8th grade math content. When creating this lesson it was not my goal to interconnect these four standards, it was after reflecting on the lesson that I observed I connected these four standards in my lesson

In the chapter, “Equal Sharing Problems and Children’s Strategies for Solving them” the authors recommend fractions be introduced to students through equal sharing problems that use countable quantities because they can be shared by people or other groupings. In other words, quantities can be split, cut, or divided. Additionally, equal sharing problems assist children to create “rich mental models “for fractions (p.10).

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

Many students get confused when learning about fractions. At our grade level we teach about parts of a whole, equal shares, and partitioning.

By twelfth grade U.S. was near the bottom in international rankings. Bill Schmidt is not the first to identify the “mile wide, inch deep” character of the American mathematics curriculum. A standard-setting process could be a powerful tool in narrowing and deepening the curriculum. (Haycock, 2002). It has been found that students will learn more mathematics when they are exposed to college-preparatory mathematics curriculum; even if they are not college bound. The Common Core standards emphasize critical thinking, creativity. and analysis over rote memorization. This curriculum makes a huge difference in student achievement (2014). The Common Core standards will also help build long-term abilities for our schools to deliver rigorous. meaningful

Their 2000 publication, the Principles and Standards for School Mathematics, is still prevalent. This document, setting forth ten guidelines for improving math education, refined, extended, and replaced NCTM’s earlier recommendations. Not only does the Principles and Standards for School Mathematics address five important content areas, it also establishes five important mathematical processes deemed necessary in quality education, like problem solving, reasoning and proof, communication, representation, and connections. When it comes to making connections, NCTM further asserts that instructional programs from prekindergarten through grade 12 should enable all students

The sequence of three Year 1 mathematics lessons (Artefact 4) were created as an assignment for EDP2222. For this assignment we were required to select a content descriptor from the Australian Curriculum; Mathematics and plan a sequence of three mathematics lessons designed to actively engage students. We were required to provide a full lesson plan for the first lesson and a flow chart that included the content, resources and assessment for the next two lessons. This sequence of lessons is designed to teach students to represent and solve simple addition problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015).

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.

Teaching students effectively in areas of multiplicative thinking, fractions and decimals requires teachers to have a true understanding of the concepts and best ways to develop students understanding. It is also vital that teachers understand the importance of conceptual understanding and the success this often provides for many students opposed to just being taught the procedures (Reys et al., ch. 12.1). It will be further looked at the important factors to remember when developing a solid conceptual understanding and connection to multiplicative thinking, fractions and decimals.