The Experience That Sandra Arguelles Daire Has When Teaching Mathematics

Artifact: The artifact is to execute a mathematics learning plan for fourth graders that facilitates and encourages both individual and group motivation whilst encouraging social interaction while both levels of motivation are being fostered. As suggested by the assignment and principle, heavy use will be made of technology as it is proven that technology can be used to facilitate and speed the learning process as well as interactions among the group.

According to the book "Making Thinking Visible” students who are engaged in their work are motivated by four essential goals: success, curiosity, originality, and relationships. Teaching mathematics through critical and creative thinking allows us to

Within this essay there will be a consideration to one key element in detail, with the intention of describing a successful mathematics lesson; with reference to relevant learning theory, prior attachment experience within early years and educational reporters.

“Ideally an activity will also illuminate a problem-solving strategy or several strategies, so that kids begin to see connections among apparently diverse branches of mathematics, as for example when they use parity to win a game, to prove that a process eventually terminates, to show that a certain tiling is impossible, and to help assemble a geometric

taught using PowerPoint’s. The students in these classes are advance in their knowledge of mathematics, and understand greater complex ideas and concepts (in math) than their fellow students. Since this class is the highest course, they used the tool PowerPoint. PowerPoint included direct instruction, independent practice,

In the article, Engaging All Students in Mathematical Discussion, it discusses four effective strategies in engaging children to think, discuss, and have a deeper understanding of mathematics. According to the article, the strategies are very important because there are moments where the student does not fully understand the lesson of the day or week because they are not fully engaged. The reason the students are not fully engaging is because the teacher teaching the lesson is not assigning a thinking level and/or listening role. The thinking level and listening roles are referred to as “taxonomies”, as in Bloom’s Taxonomy. In the taxonomies chart, it explains the purpose and how a teacher should be asking questions during the lesson or after.

To satisfy Ruth Ann’s request of addressing the deficiency of students’ math skills and integrating real world problems in laboratory classroom setting(Orrill & Hill, 2013), Maya should interview more teachers and students and visit more schools in the same school districts and city. She could also conduct more research from literature or online resources to gather both successful and un successful examples, suggesting some possible solutions regarding integrating authentic problem-solving activities in teaching as well as addressing the gap between the

Mathematics is the focal point of all disciplines. It is the node that connects the tangible to the abstract and is one of the most profoundly beautiful and exciting domains of exploration. Mathematicians not only feel a rush of elation that escapes words when, after an extensive struggle, they finally understand a concept—they are also able to translate their passions to others.

The mathematics curriculum is organised around the interaction of three content strands and four proficiency strands. The content strands form framework of the intended curriculum (number and algebra, measurement and geometry, and statistics and probability). Whereas the proficiency strands form the basis of the enacted curriculum (understanding, fluency, problem solving and reasoning). My intent is to create an effective learning environment where students develop solid mathematical content knowledge and skills that are relevant to their specific needs. I believe mathematical discussion is paramount in the development of understanding and will actively encourage open discussion of mathematical

I will inform students that the math class we are going to have today corresponds with the topic imparted in the first class period. I will also explain students that the Collaborative Interdisciplinary Learning model helps them connect learning across content areas, and affords them the opportunity to create new, unique learning opportunities in the context of project-based activities.

In Jane Vella’s On Teaching and Learning: Putting the Principles and Practices of Dialogue Education into Action (2008), chapter one discusses the importance of structuring dialogue. Structure is the backbone of dialogue education. Vella emphasizes the importance of structure by explaining how structure allows the learner to learn, not only does it allow the learner to learn but it also holds the teacher accountable for what they are teaching. In chapter one the process of structuring the content is examined, which includes taking an assessment of your audience to better understand their needs. Taking an assessment allows the teacher to learn pertinent information about their audience’s needs and helps them to better prepare their content.

Pi has a rich history and numerous applications to go along with it. Pi is used in mathematics, science and engineering. Pi has been traced back to over 1600 BC in Egypt, and today it is celebrated world – wide. Students from elementary school through college know of pi and its multiple applications. It has been used in physics, as well as in geometry. Students will even use it in trigonometry when they are doing sine waves. Students need to see how necessary pi is in mathematics and in the real world. Although it may seem pointless to some students now pi will help in numerous career fields as well as in more accelerated classes like calculus A-B or AP physics. But knowing the application of pi is not just for students,

Pi, a number older than the Great Wall of China, the Leaning Tower of Pisa and the Roman Colosseum, has been a number that has triggered my fascination since a young age. Pi, is an irrational number that is not only an infinite decimal, but it is also non-repeating (Baroody, 2002). I often find myself pondering the applications of Pi and its significance in mathematics. Sure, Pi is definitely a popular number in modern culture, it has been the central theme of numerous film adaptations, but what makes this number such an important number that all students around the world have to learn about? What makes Pi so integral to mathematics that other numbers cannot replace it? Therefore, the rationale behind this mathematics investigation is to satisfy my own queries about this unique number and to broaden my knowledge of Pi. This investigation will thus aim to identify the application and significance of Pi in mathematics but due to the extensive influence Pi has in mathematics, this investigation will focus specifically on Pi’s application in the fields of calculus, trigonometry, topics that fall within the standard level mathematics syllabus, but also differential geometry, a topic that is not in the standard level mathematics syllabus to broaden my knowledge of pi.

Because of my enthusiasm for mathematics, I became the tutor for the Math Lab at Gardner-Webb. With this job, I am available to students struggling in one-hundred-level mathematics courses every week. This has allowed me to share my excitement for math. I focus on the problem-solving, almost puzzle-like aspect of mathematics and show students how fun solving problems could be. I share my passion for the subject with students who had the very opposite view of mathematics as me and, by the end of each semester, students began to have fun with the problems with me! My passion gives them motivation to persevere through their homework. My time in the Math Lab has helped me discover my value of passion in the classroom. I want to share my excitement for math with my students just like what I have done in the Math Lab. I have found that, if learners care for and like the subject they are learning about,

Mathematics is a word that stirs up many mixed emotions within the general population. Three in every ten Americans report that they are not good at math, and for the most part their feelings towards math stay along the same guidelines. Mathematical education in a way can be compared to teaching a child to play the piano. At first they just watch someone play a tune, and are expected to copy it without knowing what the keys mean and without much practice. Some succeed and learn the names of the keys and how they go together while the others are stuck trying to memorize simple rhythms.