Westchester Worldview Case Study

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.

When the practitioners are planning, they can also ensure that they involve all children no matter what the mathematical ability to allow group learning and supporting one another which Vygotsky (Richard Culatta, 2015) says is how children learn best. Practitioners should plan for an enabling environment that promotes maths by surrounding the children in mathematical concepts and language, to support emergent maths. Practitioners should praise children. Practitioners should support all children’s development to ensure children and school ready and they are developing their emergent

In this paper, I will be writing about the math curriculum, including geometry, taught in schools across America in grades first through twelfth. In addition, I will also discuss what students in other countries are taught in the areas of mathematics. Then, we will look at the level of mathematical knowledge of students in the United States compares to those other countries. Finally, we will find out if there is a way we can improve our educational system to better our future generations understand of mathematics.

Every day, mathematics is used in our lives. From playing sports or games to cooking, these activities require the use of mathematical concepts. For young children, mathematical learning opportunities are all around them. Knaus (2013) states that ‘Young children are naturally curious and eager to learn about their surroundings and the world they live in’ (pg.1). Children, young and old, and even adults, learn when they explore, play and investigate. By being actively involved, engaging in activities that are rich, meaningful, self-directed and offer problem solving opportunities, children given the chance to make connections with their world experiences (Yelland, Butler & Diezmann, 1999). As an educator of young children,

The International Baccalaureate (IB) is a diploma program that is comprised of a comprehensive two year curriculum prior to attending a college or university. It is offered in high schools around the world, and is based from a nonprofit educational organization from Switzerland. The

This program is appropriate in a diverse, 4th grade general education classroom. The modules are made up of “Topics” and “Lessons” that are aligned to Common Core State Standards (CCSS). Each module provides the foundational standards needed for the lessons (i.e. CCSS from the previous grade), as well as the focus grade level standards. The first module introduces concepts which are then spiraled within the next module’s focus. While the modules are thematic and based on each mathematics domain (base ten numbers, geometry, fractions, data, algebraic thinking), some standards are seen across topics and lessons. Each lesson has allocated time to four major components: fluency practice, concept development, application problems, and student debrief.

The NAEYC affirm that high-quality, challenging and accessible mathematics education for 3-6 year old children are a vital foundation for future mathematics learning. The first few years of a child’s life in development is important because teachers are individuals who play the key role to help children learn, grow and succeed in education. NAEYC and NCTM feel that young learner’s future understanding of mathematic requires an early foundation on a high quality, challenging, and accessible mathematic education. They feel children’s learning within the first couple of years of life demonstrate the importance of early experiences in mathematics also children start to engage in early encounters of mathematics developing their confidence in their

This program was technology based, and the students were able to work at their own pace. “School of one’s most promising aspect is the variety of ways it allows kids to succeed at math - the many ways a student is allowed to ‘get it’” (Coates 83). The School of One personalized lesson plans for each and every student using a certain algorithm. Along with personalized lessons students were able to connect with their teachers, and become more confident in their work.

Westchester is a neighborhood located in West Houston, minutes from the Energy Corridor. It is nestled between Memorial Drive and Terry Hershey Park.

The beginning of the article discusses the experience that Sandra Argüelles Daire has when teaching mathematics. It continues with discussing the different activities you can do during pi week and different months of the year. Sandra shows us all kinds of activities that you can do with students to let them get excited and interested in math. Although, they cannot prove that these activities have helped students become more efficient in math their scores have increased and throughout the years the student’s participation has increased as well.

This book is a teacher edition and it discusses how you can teach math lessons. This book is volume 1 and it has 6 chapters those include: Numbers to 12 and Graphing, Addition and Subtraction Readiness, Addition and Subtraction Concepts, Facts and Strategies to 12, Geometry and Fractions, and More Fact Strategies. This books provides examples of how you can incorporate technology and assess students.

A Year in the Life of an Elementary School: One School's Experiences in Meeting New Mathematics Standards

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).

“There are few words that more readily bring forth debate in educational circles than the word acceleration” (Vaille 2001). When a gifted student is in the classroom, the teacher has two options of how to meet the student’s needs. They can either enrich their curriculum and take the student deeper or they can accelerate and move on. Acceleration is the when students move at a faster pace through curriculum - whether that is grade skipping, moving ahead in a particular class, starting school early, or graduating early. Our education has several built in systems to maintain acceleration - like advanced math classes, dual enrollment with high schools and colleges, as well as online courses. There are both pros and cons to acceleration, but ultimately it comes down to the individual student and what they need to be successful.

Traditional academic subjects are a part of the program, but it also emphasizes the interrelatedness of knowledge and skills through a trans-disciplinary program of inquiry. The IB curriculum framework and methodology are planned around carefully selected interdisciplinary thematic units that are relevant and significant to students and that help students develop in-depth understanding of issues and concepts. The