CCSSMSMathPr Reflection
I had practice 4, Modeling with
Mathematics. Before I began reading the articles, I figured it was going
to be a basic reading of how to incorporate manipulatives into everyday math
lessons. I learned that there are many more ways to show modeling in math
than just using manipulatives, whether the teacher models how to solve a
problem or students use different strategies with written visuals to solve the
problems. I also learned the importance of facilitating dialogue in the
classroom while I was reading, presenting, and listening to
others present in class. Students may learn another strategy to solve
from one another or they could pick up on their mistakes. Having a verbal explanation from another perspective can also help students grasp a concept.
Two things I learned from my peers' presentation are the benefit to breaking down numbers to add or multiply in order to simplify, and different strategies of showing one students' work and critiquing it. Michelle told us that breaking down numbers could make adding less stressful for those who have a difficult time computing math in their heads. However, if students are able to break down an addition problem (such as 9+7) and get one group of 10 and 6 ones, they can add 10+6 to get 16 mentally. Students can also do this with multiplication. I had students in one of my practicum courses that I worked closely with in math. I helped them with addition and the students used the theory of breaking down the numbers to create a group of 10 and add the remaining ones to the ten. It allowed them to add quicker in their heads instead of counting on their fingers. Another thing I thought was important during our discussion came from Hadley. She said there are different ways to critique students’ work and show them the correct way to do a problem if any find it challenging. We established that it might not be the best idea to use work from a student in class, but rather create your own example and do it incorrectly to get the wrong answer or use a student’s work from the past. If you single out one student’s work, even though it is anonymous, they could lose confidence in their ability to perform math skills they thought they knew. She also said it is okay to make mistakes and as a teacher, we need to be able to make mistakes in order to prove a point or keep students alert. Making mistakes and allowing students to correct them can also show they understand the concept being taught and they can recognize mistakes as they are working. I can see myself using each of the discussed practices in my classroom because it will help students have a better understanding of math as well as a variety of opportunities to discuss, analyze, and critique their own work and the processes being used.
Two things I learned from my peers' presentation are the benefit to breaking down numbers to add or multiply in order to simplify, and different strategies of showing one students' work and critiquing it. Michelle told us that breaking down numbers could make adding less stressful for those who have a difficult time computing math in their heads. However, if students are able to break down an addition problem (such as 9+7) and get one group of 10 and 6 ones, they can add 10+6 to get 16 mentally. Students can also do this with multiplication. I had students in one of my practicum courses that I worked closely with in math. I helped them with addition and the students used the theory of breaking down the numbers to create a group of 10 and add the remaining ones to the ten. It allowed them to add quicker in their heads instead of counting on their fingers. Another thing I thought was important during our discussion came from Hadley. She said there are different ways to critique students’ work and show them the correct way to do a problem if any find it challenging. We established that it might not be the best idea to use work from a student in class, but rather create your own example and do it incorrectly to get the wrong answer or use a student’s work from the past. If you single out one student’s work, even though it is anonymous, they could lose confidence in their ability to perform math skills they thought they knew. She also said it is okay to make mistakes and as a teacher, we need to be able to make mistakes in order to prove a point or keep students alert. Making mistakes and allowing students to correct them can also show they understand the concept being taught and they can recognize mistakes as they are working. I can see myself using each of the discussed practices in my classroom because it will help students have a better understanding of math as well as a variety of opportunities to discuss, analyze, and critique their own work and the processes being used.
In the first paragraph, I would like to see more specifics about how it relates to past learning, not just a general statement.
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