Sunday, August 21, 2011
Chapter 1 - NCTM Principles & Standards --DUE Monday, August 29 at 12:30 p.m.
You have read chapter 1, and the class discussed the NCTM Principles and Standards on Wednesday. Do you have any epiphanies after the reading or discussions? Any questions or concerns as you prepare to become a teacher of mathematics? Be sure to post one comment AND respond to at least one other person.
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Wow! All through the chapter I basically nodded my headed up and down. Hello! This textbook is an affirmation of the things we as educators know, concepts are important- not understanding them can lead to a lifetime of incorrect mathematical thinking. I truly agree with the premise of this text, and found myself looking at my own mathematical education and wondering why these changes did not take place for me thirty years ago when I began school. I am hopeful that as our generation of teachers enter the classrooms we can take charge of our own curriculum and institute positive change for our students concerning their learning of math.I especially loved the quote about curriculum being a mile wide and an inch deep- this is very true, and the need to focus on important mathematics is truly what is needed. I am concerned though- and feel a little inadequate, as I am a product of the 'old school' math. I know adapting will be a challenge, but it will only make me better and more confident in math.
ReplyDeleteI got a lot of great information from Chapter 1! Being completely honest, and not a big fan of the subject, I never realize just how complex it all is! I enjoyed reading about the break down of the six principal standards of mathematics and how they actually relate to the classroom. I think that it is super important for students to be able to perform the functions mentally and also have the knowledge to be able to do them using technology. It seems like back when I was in elementary school we weren't allowed to use calculator and were taught the basic functions. Upon entering middle school however, everything seems like it was done on a calculator and by high school they were required. I think that it is important that students have the know how to be able to do both and that educators are constantly switching it up in order to keep students fresh. I think that the biggest and most important thing that educators can do is keep a positive attitude when teaching the subject and be as excited as possible about it. This, in turn, will encourage students to look at mathematics with a positive attitude!
ReplyDeleteAdrianne-
ReplyDeleteI couldn't agree with you more about the "mile wide, inch deep" quote. I think that students are taught what they need to know but not why they need to know and when they will use it in real life and etc. I think that as educators we need to make them see how truly important mathematics is and make it something fun for them to learn and not just another boring homework assignment! Great thinking!
After reading the chapter and talking about the NCTM standards in class I really am starting to see the importance of having math standards in the school curriculum. When we were talking about the education system in the United States being a mile wide and an inch deep it suddenly became clear to me why the United States is behind other countries as far as math scores are concerned. It also became apparent to me that as a future teacher I need to know the six principles and the five content standards in order to be a successful teacher. One concern that I have with becoming a teacher of mathematics is how I am going to be able to hit all of the different areas of the curriculum that I am required to hit. I am also concerning about balancing all of the six different principles in my daily lessons for math.
ReplyDeleteIn response to Adrianne Hoefler
ReplyDeleteI also enjoyed learning about the quote about the United States curriculum being a mile wide and an inch deep. I also feel that it truly shows the character of the United States school system. The United States is so focused on making sure that the students pass the standardized tests and know lots of information that the teachers don’t go very deep on any one subject or topic. I also want to create a positive learning environment in my classroom when I begin teaching elementary school math. When the classroom is positive then the students are going to be more excited to learn the material and will want to succeed.
Kristle C.
ReplyDeleteI am also not a big fan of the subject, math that is, but I think a lot of it is related to my experience with my teachers in junior high. I agree that the greatest thing we can do is help future students with a positive attitude and by adhering to curriculum standards while concentrating on making the math important and relevant to them.
I liked reading about the six principles of mathematics and the discussion we had about them in class. My group discussed the technology principle and though I believe technology is a great tool, we as future teachers need to make sure the students know the basic skills of mathematics. When I was in grade school we never used calculators until fourth or fifth grade, and even then we hardly used them. Sometimes I really think the calculator is a lazy way of doing math. I also liked the ending paragraph in the introduction to chapter one. We read it in class and I believe it is so true, not only with math but with all subjects. As future educators, one of the key features to a successful classroom is providing students with that positive attitude and influences about the subject.
ReplyDeleteIn reply to Kristle: I always thought it was weird how junior high and high school required calculators, but you never got to use them while taking tests such as the ACT or other state tests. This is a great reason why students need to know both the paper and pencil way and the technological way. Math was always an easy to learn subject for me. I enjoyed it. It should always be fun and there is so much technology that students should love doing math. I would love to take a class to a grocery store and have them actually check out their own groceries. Or perhaps a construction site and show them how measurements and geometry are important and have them construct a building together as a class.
ReplyDeleteI have always been pretty good at math and had an easy time understanding it, or so I thought until I read this chapter. After reading about the way we should be teaching mathematics, I realized I have no idea why some of the things I know about math work. I definitely was taught math in a procedural manner and never looked into what was really going on. I now know that I have a lot of work to do before I become a mathematics teacher. I am going to have to re-learn some math concepts so I can teach them the right way to my students. This idea is certainly a scary thought.
ReplyDeleteKristie C –
ReplyDeleteI agree that teachers need to continue to switch up the use of calculators or other technology in the later grades. We learn how to do the basics in our head when we are younger, but if we don’t keep practicing that skill it will be forgotten. Personally, I know that I relied heavily on my calculator during my last couple years of high school and in college. Calculators are a great tool, but it is important to practice using our brains too!
So, this is my great epiphany: positive behaviors are contagious! To be honest, I have been very stressed about this internship and completing it online. However, listening to the podcasts has been very calming for me. I know what to do and when and nothing seems out of the ordinary. Mrs. Stramel, your attitude that is suggested by the NTCM is one that I will continue to strive...positive!
ReplyDeleteThe part that I enjoyed the most was digging deeper into the technology issues. We want our students to know the basics, but we also need to teach them how to use technology.
Brook,
ReplyDeleteI too liked the comment of how our curriculum is a mile wide and an inch deep. We know a lot about everything! Hopefully, we can see a change with the adoption of the Common Core standards. We want our students to be college and career ready. With these new standards, we will have a curriculum full of rich content that is a mile wide and a mile deep!
Math has always been the one subject that I have always loved. I was never the greatest at it but I always found a way to use it in my life. The one thing I want my students to learn is that even if they don't realize it they will end up using math throughout their life. My goal is to use the six principles that are talked about in the beginning of the chapter to help them find a love and joy for mathematics as well. The one thing I am looking forward to is having to relearn how to do some of the math skills all over again. Although I may know how to do a lot of the math problems, I don't remember why certain parts of the equation were done. I also have no idea how to go about teaching the problems either.
ReplyDeleteAllison G.
ReplyDeleteI know exactly how you feel. Math has always been my best subject and I know I was taught the procedures as to how to solve the equations bu I can not remember why they work. But I am looking forward to relearning some of the information to make myself a better educator.
In response to Kristle C.
ReplyDeleteYou mentioned being able to do the basic functions and then using the calculators and I totally agree. I have seen in several situations a teacher who doesn't want to work with student who is behind on basic math so they just give them the calculator to allow them to continue. I have a really hard time with this. Like you mentioned they need to be able to do it without electronic help first. I have a hard time doing math in my head. I have to picture it in my mind to compute. I know the first thing I would do is reach for the calculator before I would even try. As an adult and not always having my phone on me for simple situations is embarrassing. I wish I wouldn't of been given a calculator so soon. I am pretty sure I had one in third grade.
The five process standards really interested me. As a child I remember the problem solving and the proof, however, I do not remember being asked if the answer made sense or not, representation (it was simply "THIS MEANS PLUS!", connections to the real world except for "YOU WILL USE MATH ALL OF YOUR LIFE." period. An all I remember about communication is "STOP TALKING AND DO YOUR WORK!"
ReplyDeleteMaybe I didn't pay attention, maybe I am becoming senile but I just do not remember.
I really like the idea of having the students discuss the problems. This is a wonderful way of promoting questions and student teaching student. Sometimes it can be difficult to explain something in a way a child will understand when another child can explain it.
I am also big on teaching real life along with numbers. 4 people and one apple, how do we share? How much does each person get, the get ONE out of the FOUR pieces. 1/4th
In response to Lane A.
ReplyDeleteOne of the things I love about being a Para-educator is relearning, as you said,"to relearn how to do some of the math skills all over again" It has helped me in Science, History, and English.
Many people do not look forward to relearning and I applaud you for that! (I love math too and enjoy applying it to life)
I was suprised to read that, "the United States and Canada are the only industrialized countries in the world without a national curriculum." Interesting! The section in chapter 1 titled, "An Invitation to Learn and Grow," was exciting to read. I may have to face some of my personal weaknesses and overcome some anxiety I have about knowing how to perform math functions as well as teaching math to those who so desperately need to have a grasp and understanding of the "why" behind the math I will teach.
ReplyDeleteUsing manipulatives will be a great help in my future classroom. I believe through a visual picture of how math works is a way to explain the "why" behind each problem and every math concept. Also using technolgy during math class is another way to enhance the learning process. I find that using the correct terminology is vital to giving the students the opportunity to build on their learning year after year. If the first grade teacher calls subtraction, "take away," and the 2nd grade teacher calls it, "minus," then the 3rd grade teacher is immediately in trouble. Getting on the same page as educators of math in vitally important.
Lacy,
ReplyDeletePostive attitudes go a long way in motivating students to "want" to learn. I find even in my educational process that when I have an upbeat and positive professor I am excited to work on the assignments. Giving the student something to work towards or providing a reward for going above and beyond to do well on an assignment is worthwhile.
Chapter 1 was basically confirmation of everything we have learned over the past years that is important in teaching children. The six principles and five content standards are the basis for teaching mathematics. I couldn’t agree more with the comment about the pressures of testing and standards have an extreme impact on the instruction of the teacher. As it is important for each student to get through the information that will be on the state assessments, it is equally important that the students absorb the information and not just memorize it. In order for a student to move on in their math education they must progress. There will never be any progress with just memorization. On concern that I have as mathematics teacher is making sure each student is learning to his or her best potential. I know that each student learns in a different way, but it is a huge responsibility to be the person who has to find that way of learning. Whether it is hands on or visual, using different methods is important in the classroom.
ReplyDeleteIn Response to Linda MaC
ReplyDeleteThe ideas you have about hands on learning are great. I think that students learn best when they are learning hands on. It is hard for some students to visualize what is going on without props. I personally am a visual learner and learn better when things are in front of me. I also believe that this makes the problem more memorable. The next time they think about fractions they will think about the apple being split up among four people.
After reading the first chapter in our textbook I really can't say that I had any epiphanies. I feel that the six principles for school mathematics are applicable to all subject areas. These are principles that have been stressed throughout the teacher education program. For example the equity principle: "Excellence in mathematics education requires equity-high expectations and strong support for all students". This is true for excellence in reading, science, any subject. I also believe that these principles tie in well with MTSS. For instance meaningful assessments and support for all students.
ReplyDeleteJena,
ReplyDeleteI think you made an excellent point on using correct terminology consistently through the grades. Without a common language with which to describe and communicate math principles, we would be constantly re-teaching the same things under different terms. If everyone uses the same math language then we can help the students build new knowledge without all the confusion.
After completing the reading and watching the lecture from Wednesday’s class I really wasn’t surprised about the information that I read. I have read and used these standards working in a middle school and many other courses. I think of the six principles as a guide to teaching math, these should not be hard to meet every day in class. To sum them up it just means that you have to be a good teacher that thinks of all your students while connecting that day’s math to every subject and future lesson. You have to know your students and how they learn and not be afraid to try something new when you realize that their not mastering it the way that it was taught. These standards and principles are very intimidating, many times all I can think about is how am suppose to remember to include all of this information, while also trying to teach a new concept to my class. I think the most important/inspiring part of this chapter is the section titled “Becoming a Teacher of Mathematics.” It says also long as you have knowledge of mathematics, persistence, a positive attitude, a readiness for change and a reflective disposition you can teach math. I know that all of us have these qualifications or we wouldn’t want to be teachers. Finally on one last note I have a personal opinion that I would like to state. In class on Wednesday the “mile wide, inch deep” quote, is sad and very much true. I think a lot of the reason that our students learn this way is because of state testing. Many times on these test the questions are only over the basic understanding of the information, rather than the complex nature of the problems. For example a problem may say ¾ X 3=___, rather than making it into a word problem like; “John needs ¾ cup of sugar for the recipe, he decides to triple the recipe how many cups of sugar will he need now?” The reasons our students understanding is only a inch deep is because teachers many times have to prepare them for state test any way possible, even if that requires them to only teach their students the basics and skip over the practical applications. I’m not saying every teacher does this but I know I’ve seen the stress that many teachers face with trying to cram in all the information that will be on the test.
ReplyDeleteChapter 1 had some very useful information, and it was a great introduction to the text and teaching mathematics. I especially liked the section on becoming a teacher of mathematics. The most important thing I took from it was about having a positive attitude, I know this should be something you just know and do, but I can see how not liking what you are teaching could show through to your students. I know that math is not my strongest subject and I really shy away from it, but I cannot put this on my students because they will reflect my actions. As a teacher I have the responsibility to let my students make their own decision about math and how they feel about it. I also think it is very important for you to be able to make changes to keep up with the time. My epiphany came from the section about the learning principle. I think that might have been my main problem in math classes is that I learned how to solve the problem, but did not understand why. This is a little like memorization, you forget it when you move to the next topic. If you learn with understanding, you know why and how.
ReplyDeleteIn response to Lane,
ReplyDeleteI like how you discuss teaching kids how to find love and joy in math and help them to see that they will use it throughout their life. I also am looking forward to relearning some math skills. I feel like I am so dependent on calculators that I have forgotten some of the simplest skills.
In response to Amanda,
ReplyDeleteI couldn’t agree more with your post. I think the principles and standards are the basics for teaching any subject. Society doesn’t work in subjects, your boss doesn’t tell you that first you will do math, then you may have some reading, and finally you are going to finish the day with science. I think it’s important for students to realize that every subject and all the information is intertwined. I also don’t think the state testing helps with this goal. Don’t get me wrong they are valuable to asses that every student is getting a quality education; I just don’t think it the best way for us to evaluate that. I also have a concern about how I plan to teach many different students; especially sense I only learned it one way. I think this is when the understanding the material fully will help, the better you understand it the more ideas/options you will have for teaching it.
In response to Elizabeth Sills-
ReplyDeleteI totally agree with your post. Having a positive attitude when you teach your students is a very important thing to have! If you are not positive it is very hard for your students to be positive about the subject matter. Learning with an understanding is something that I have had a hard time doing, but it is the only way to move on is if you do understand!
After reading the first chapter and discussing the standards in class, I was not really surprised by the information. As students in the education program these are things that we have seen for a few of semesters (at the very least). Anyone can become a teacher, but there are certain people that become teachers that actually do what the text told us. For example, Appendix B gave standards for teaching math. Anyone can teach it, but those that know and understand the pedagogy are teachers that will make an impact. Any child can be taught math, but unless the educator knows the styles of learning in his or her classroom, the chances aren't high that the students will actually learn and retain the information taught to them. Standards are important to not only the students, in regards to being taught the curriculum, but as educators we have something we need to live up to as well.
ReplyDelete@ Lane A:
ReplyDeleteI completely agree with your comment on teaching our students to find ways to use math throughout their lives, and not just in the classroom. I always enjoyed math, but haven't been the best at it, but I find myself using it all the time (like at the grocery store when deciding which product is cheaper for what I'm getting)! I also agree that learning it will be a good thing. I have taken a previous Math Methods course (at a community college about 3 years ago) and I was amazed at what I thought I had retained, but in reality hadn't at all. It will be a good refresher, especially since one day we will be responsible for teaching and encouraging our students to do their best and to enjoy math!
After reading Chapter one and listening to the recorded classes I learned so much about teaching mathematics. I have always struggled with mathematics and this chapter has helped me be able to help my students who do struggle with it. The one thing that I know I will need to work on is the actual knowledge of mathematics. I know the basics, but the knowledge will help me teach my students. The main thing I did get out of this chapter was having a positive attitude and being ready for change. If you are positive about math then your students are positive. When the curriculum changes then you change with it. If a student cannot do the problem a certain way it is okay for them to do it another to get the answer.
ReplyDeleteWhile reading chapter one it just reassured me that there is always more than one way to do everything. As a student that had difficulty in math I tried to find other ways that worked best for me. As a future teacher I want to teach to each student. Each time the curriculum changes the teachers need to adapt to it and change. The most important thing about this chapter was to make sure that you have a positive attitude. Students read off of the moods that you have towards subjects. If you make math a positive and fun experience they will be more likely to participating and liking the subject.
ReplyDeleteChapter 1 was extremely informative for me on the “world of mathematics”. When I heard that our mathematics curriculum was “a mile wide, and an inch deep”, I couldn’t have agreed more. In fact, I believe that is true for other subject areas, such as reading and science. I like that we are focusing more on the “basics” again.
ReplyDeleteIn reading, the author said that today’s students need to have skills that will still be important in the future. In the world we live in, who knows what jobs will be available 30 years from now. As teachers, it’s difficult for us to imagine the jobs that will be around then, but math is an area that is sure to be important. It’s vital for teachers to grow the students’ love for math, and help their skills grow.
The section on becoming a teacher of mathematics interested me. Although it wasn’t anything flashy, I think it’s important for candidates to follow these guidelines and habits into their future careers. One guideline was the “readiness for change”. I believe that, as a teacher, one must have an open mind and be willing to try something new. I’m positive that there will be changes in our career and teachers will need to embrace them for the good of the students.
In response to Cassandra
ReplyDeleteBasics are very important. I think of it like fundamentals of a sport before you can get out there and play you have to know the rules and the basic skills. Attitude is everything. As I have been a para before I noticed if I had an off day or bad attitude so did the students I worked with.
In response to Megan B-
ReplyDeleteI’m with you when you say that you want to teach every student. It doesn’t seem logical to teach everything one way since every student learns differently. I for one wasn’t the best at mathematics, and didn’t have a positive attitude throughout my classes. As a teacher, it will be vital for me to have an “overly positive” attitude for not only mathematics, but for all subject. Students pick up on the teachers thoughts towards a topic pretty easily. Math can be fun, and it’s will be my job as a teacher to make it that way.
In response to Rebecca B
ReplyDeleteI agree, we see standards allover education today, and the testing that goes along with it. A positive attitude is important, your stress level is important. I think you understand the issues that are presented by what education has become. Continue to look at what is happening and ask yourself if things are as they should be.
Jeremiah Gramkow
Jeremiah Gramkow
ReplyDeleteThis chapter goes over the basics of the NCTM standards and when they are created; beyond that I can think of nothing that it had to teach me. Even the syllabus of this class makes it clear that the NCTM and the NCTM standards will be an important part of this class, which is fine. I understand that we need standards, but let us ask ourselves were standards have brought education. The standards movement, lead by groups like NCTM brought us to the No Child Left Behind Act. NCLB has as its backbone a requirement that 100% of students be at a certain level in 2014. Schools will fail to meet this requirement, across the board. Educators today, if they see this problem at all, believe that congress will change it. We are asking them to do something that is much harder then dressing themselves in the morning, which I am sure they can do. We are asking them to do something that we all have a hard time doing, admit they were wrong and not just a little wrong. We are asking them to admit that they set our schools up to fail. That they set up our schools to be nothing but a bad joke. A school system that totaling fails to meet requirements it set for itself with no help from the international community. That is asking congress to do a lot. Maybe congress will give schools more time to do what they can never do, but congress has set our schools up to fail, and they will fail. I do believe that if used properly standards have a use, but if taken to far they can be a problem. NCLB takes them to far. What will happen to these standards when the schools fail and the worlds starts telling those jokes.
I liked reading and talking about chapter one in class. Mrs. Stramel you were right when you said that our knowledge of mathematics is a mile lone and an inch deep. This is so true! Even when I was in school, I learned many things, but never really went into depth with the knowledge I got. Math is such an important subject to learn and know. You need to know math for just about every aspect of life, just like in the book we read in class called "The Math Curse". I never realized how much I used math during the day but that book kind of put it into perspective for me.
ReplyDeleteOne thing that I believe was said in class was that to be a good teacher you have to be excited about what your teaching. I couldn't agree more! Plus, you have to be excited to teach math because many students do not like math or get excited about it. If the teacher isn't excited there is no way the student will be.
The chapter talked a lot about the standards which we have seen before. These can get kind of confusing because there is so much information there. The one thing that I try to remember is that I am going to need to be ready to change the way I teach because not all of my students will learn the same. If I can find the way each one of my students learn I won't have a problem. I just need to have a positive attitude and be open to change my ways for my students. The more positive I am the more positive and happy my students will be!
in response to Andrew Dempewolf,
ReplyDeleteI agree with you about being ready to change. Students are different every year, so as soon as you get use to one class you have to change and learn about the next. Plus, not one student in the class will learn exactly the same. It is very challenging for a teacher to learn how to teach each student but it is something that has to be done. The great teachers can teach each student with ease because they have an open mind and a positive attitude. Plus, they are willing to work at it.
My Epiphany while reading this chapter is “change is good!” We are part of an awesome reform that we should accept and continue to grow with. Mathematics education is not the same as it used to be. We as teacher’s are in charge of creating the future mathematicians based on the standards! Embrace the change!
ReplyDelete@Emily M
I agree with you! Anyone can be a teacher but it takes a special person to teach what is supposed to be taught. A good math teacher follows the standards and completely understands what is to be taught!
The two main things that I took from this chapter were at the very beginning where it said, “...your knowledge of mathematics and how students learn mathematics are the most important tools you can acquire to be an effective teacher of mathematics.” To me this really stood out because you need to get to know your students and how they learn the best so that they can be taught math. I know I am a visual person, so if someone were to just read and not give any pictures than I would not completely understand. I want to make sure that my class will understand and give them all the tools necessary so that they can enjoy math. I love math, but I do not know everything there is about it. So I guess when it says to have knowledge of mathematics I am a little concerned. However, reading this book and attending class, I will acquire more knowledge that I can take into the classroom about mathematics.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteIn response to Megan B –
ReplyDeleteI agree that each student should be taught how to do math and understand it instead of teaching the class as a whole and assuming that everyone does math the same way. It is important to know and be able to change as a teacher as each student is different and learns differently. A fun and positive lesson always makes it enjoyable to learn.
I liked how the chapter mentioned that just because your mom, or dad, or sibling was bad at math, doesn't mean that you are going to be. Anyone can learn math. Having a positive attitude will help wonders when working with math. I've always been interested in math. It isn't necessarily my favorite subject. Math is an essential life skill that everyone needs. The chapter also talked about the six standards that we discussed in class.
ReplyDeleteIn response to Elizabeth-
ReplyDeleteI couldn't agree more with you about how important having a positive attitude towards this subject is. If they have a good attitude about it, they will be more willing to learn. It's especially important for us as teachers to have a positive attitude as well.
What I took from this chapter is that educators have recognized that a change needs to be made in how we teach students mathematics. This sends excitement to me because as a high school paraprofessional I have seen many students enter high school with very little mathematical skills. It is nearly impossible to recapture eight years of loss material. I agreed with the text when they emphasized that mathematics is a process. Early on students need to start learning basic skills so that as they move on through grades they can build on those skills. If live in an ever changing world and if the United States is going to stay competitive we need the best teachers in the schools providing our next leaders with the skills they need.
ReplyDeleteJordan O: Thank You for what you shared about what was said in class. As a virtual student it is hard to know what is said in class. I agree with what you said about we need to keep our attitude in check. Students pick up on how we behave. It would be sad to make a youngster dislike a subject just because of our bias. Of course it is hard to show up everyday energetic but I think we need to project to our students how important learning is and how it will affect their lives.
ReplyDeleteChapter one was eye opening for me in a lot of ways. While I have known for a while that mathematics curriculum is changing, I did not know how multi-faceted this change was. Not only must the curriculum change to allow a deeper understanding of specific concepts, but textbooks, lessons, and even generational attitudes must change as well. As the text mentioned past math curriculum was “a mile wide and an inch deep,” covering a broad range of simple subjects without focusing on real understanding of how each concept is related or how it relates to real life. With the world becoming more and more technologically advanced, knowledge of how to do simple computations will not serve students well or prepare them for life outside the classroom. As the text mentioned it will be hard to survive being “innumerate,” just as in the past it has been hard to survive being “illiterate.” This is also part of the attitude towards mathematics that must change as well. While it is not socially acceptable to say “I can’t read,” many people have no problem saying “I can’t do math.” As the text says to prepare students for “jobs that may not even exist yet,” we must change the attitude about math. Having struggled with math as a student I see the value in changing this attitude for the future success of my students. The biggest lesson I have taken from this chapter is its repeated insistence on one idea, math IS attainable and math CAN be fun.
ReplyDeleteThere was a lot of information in these 10 pages of chapter 1. It was great to kind of see where math education has been and where it is heading. I loved the part in the first paragraph about "your knowledge of mathematics and how students learn mathematics - are the most important tools you can acquire to be an effective teacher of mathematics". That is a great quote to remember throughout this course and into the classroom. It seems like a simple but brilliant concept. I also found the section on becoming a teacher really enlightening, probably because I do have some insecurities about my first teaching experiences. I want to be the best teacher I can for my future students and that means keeping an open mind starting with this class. There are things that get frustrating and I will need to find a way to help my students work through them and stay positive about it. Embracing the changes each day it a great way to model for the students the type of behavior that is expected. Lastly I just thought is was a great point that was made about math being a subject that doesn't get alot of extra at home attention. We may be the only math exposure these kids will be getting - let's make it a good one!!
ReplyDeleteJeanette: I agree that for the United States to be competitive in a global society we must start early teaching necessary skills. This includes a deeper understanding of basic skills, which leads to more complex skills, and finally an ability to apply those skills in real ways. I agree, it also must start with the teacher. Another thing that I loved from chapter one, but didn't mention in my post, was how teachers need to stop and ask their students "did anyone solve it a different way?" This leads to greater understanding of how students learn concepts and how it makes sense to them. Which leads to better teaching and better learning.
ReplyDelete@ Lindsay Sabala-
ReplyDeleteLindsay these are great point you have hit on. I defintely agree about our society making a change. We should not so openly accept that kids or people in general can't do math. The change must start now. We must start teaching our students that it is attainable to learn math. I also liked the comment in the book about math ability is not inherited - anyone can learn. Making learning fun is half of the battle - at least that is what I feel.
Math is a pretty touchy subject for me anyways but when I first skimmed through chapter one I was totally overwhelmed. This was just the first chapter and already so much important information to know! I just sat there and stared off into space reflecting back upon my math experience. As an adult I know that math is not my strong subject by any means. I reach for a calculator before I try anything so when I saw standards I knew there was so much to come. How am I going to teach a subject I don’t yet feel confident doing myself? After reading through and understanding how math should be presented along with some comforting information on being positive and becoming a math teacher, I didn’t feel overwhelmed anymore but confidence that I can learn these standards and teach to accommodate my students in every way possible. So much has changed in math and I hope to never have a student feel the same way I did about math going through school. There are too many new ways to present material and great manipulatives and advice out there to incorporate into a room and around your diverse learners.
ReplyDeleteChapter 1 had quit a bit if information within it. Being an online student is different, but it was nice being able to watch the recording on Wednesday of the chapter. It was nice being able to hear what the on campus students had to say about the six principles. I would put it in my own words and then would compare with what the on campus students said. It made it easy to understand because I wasn't too sure what to sum them up to. I thought it was interesting learning that the five content standards were taught in all grade levels. I never would have thought of Algebra being taught in kindergarten, but I guess there are different levels of math content. Assessment as become a big issue with teaching and it puts pressure on everyone. I feel they need to be treated like any other test and maybe it would take pressure off everyone. Knowledge of Mathematics is something I worry I don't know enough about. I am hoping I will at the end of this class. I feel persistence and having a positive attitude is something I will be able to maintain. I have had some good math teachers and I feel my experiences will help me.
ReplyDeleteShawna: I to am a little nervous about teaching. I want to be the teacher students remember. I'm worried about I won't be well enough prepared. I agree with you on things getting frustrating and needing to find something deep inside to remain calm and stay collected. I am not big on change so change is one thing I will need to learn to role with.
ReplyDeleteReading chapter one was very interesting and I learned a lot of useful information. I found the difference between the two types of curricula to be intriguing. I have heard how the United States is behind when it comes to mathematics compared to other countries but I didn’t realize what the reasoning behind this was. After reading chapter one and seeing the phrase, “a mile wide and an inch deep”, it’s obvious that the way we are teaching mathematics must change. I think that instead of trying to teach a little bit of many concepts, it’s a good idea to teach at a deeper level about a couple of concepts. I especially liked the quote, “math ability is not inherited-anyone can learn mathematics!” I think that is a great motivating statement for students so that they know the possibility for them to be great at math is out there; all they have to do is make the effort. I know that during many of my math classes in school, worksheets were very popular and while reading this chapter, I realized that teaching math is so much more than that. Effective math teachers must understand and be able to teach to the standards using many different teaching methods. I do not feel confident enough in my mathematics abilities to go out into a classroom tomorrow and start teaching students how to do mathematics and I know that being in this class will be a great help. I know I will have to keep stretching my mathematics skills in order to be the best math teacher I can be. I like what you said during class Dr. Stramel, about working all of the same problems that the students do. I think I will probably be doing that as well in order to be better prepared for all of the questions my students may have.
ReplyDeleteKristle C,
ReplyDeleteI agree completely with you in reference to using calculators. Most of my high school and all of my college math courses required us to use a calculator. Whether it was geometry, algebra or statistics, we had to be able to find the answer using a calculator but of course, had to show our written work as well. Since we always had to use them during classes, I became so reliant on them that I would use a calculator for simple math that I was capable of doing in my head. We have definitely gotten lazy when it comes to math. As I was preparing to enter the teaching program at FHSU, I realized that I would not be able to use a calculator during the math portion of the PPST. I couldn’t believe it. These past few years I was so used to needing to use a calculator that I had to start studying how to do the math problems with only a pencil and paper. I think it’s great for students to be able to solve problems by using only a calculator, but what if there isn’t one available? What if the batteries die? Pencil and paper will always be there.
After reading chapter 1, I feel that I understood and agreed with the authors. For example, "Assessment should not merely be done to students; rather it should be done for students, to guide and enhance their learning."(Page #3)With the pressure of the "good" and "bad" of state testing, it's important as educators to thoroughly understand the material and to be able to teach it of course, but also that the students are understanding why it's useful and how they can apply it to their everyday lives. Having mathematics within the classroom, allows for advancement within our societies. In the future, I want to make mathematics (as well as all subjects) as fun and hands-on as possible for my future students. I know that with past experiences, I have had several teachers who have made me feel one way or another towards a specific subject based simply on how they taught and didn't teach the subject. I DO NOT want to do this to my future students! A well-balanced curriculum, as touched on in this chapter, will help students be successful. Along with, incorporating all levels of mathematics (depending on age group/grade) is ideal, I feel. If you can use measurement and algebra together, that's better. Trying to tie in or "crossing" over of other subjects makes the information more fun and useful-I still feel this way in college, personally!
ReplyDeleteIn the future, I want to make mathematics as fun as possible and as hands-on as possible. I want to encourage students not to give up if they struggle in a certain area with mathematics (or any subject.) However, I want to make sure that I am doing my part by understanding and teaching all elements and tools with mathematics. I know compared to when I was in elementary school (I am 22 years old now) the algorithms and resources to come up with equations are completely different. While in my practicums/clinicals I see hands on how students in elementary school now days have many more different options to find or figure out a problem. This not only makes it more fun for students, but I feel that the fact that they have options, makes them feel more independent and allows them to be motivated by mathematics, not de-motivated due to not being able to figure out a problem one certain way that is taught to them-they have several ways to choose from (lattice, Russian peasant, etc.). I want my future students to know all of these options and to NOT rely on just a calculator or one certain way to figure out the answer to a problem.
In response to Allison G...
ReplyDeleteI completely agree about needing to "relearn" math. I have already had several experiences where my middle school daughter has come home needing help on her math homework, and when I go to show her how to do it, she is quick to tell me that I am "doing it wrong" because the teacher demonstrated it differently. :-)
In response to Kayla...
ReplyDeleteI also feel that I may not be well rounded enough in this particular area. I want to make sure I completely understand all the tools and resources for my future students. I unfortunately had some bad experiences with my mathematics teachers in the past-and still don't fully grasp algebra and because of that don't seem to care a whole lot for it, to be honest. But I definitely want to change that for my future students. I think at this point, what we can do as future educators is take in as much hands-on experience as we can now (from our professors and students we may work with), but also be open-minded and understand even as futures teachers it's okay if we don't know EVERYTHING about EVERY subject-we will learn and/or learn again as we teach it. The main thing is that we teach it well (for our students). I think after our first year of teaching, we will have a lot more confidence and answers. Also, asking help from other teachers in our future buildings will help a lot-I did that as a tutor at an elementary school I worked at. I felt a little embarrassed at first if I didn't know something, but better to feel embarrassed and ask then to teach something incorrectly to a student.
After reading the chapter and participating in the class discussion, I am more excited about teaching math than ever before. I love math!... Up to middle school, that is. Beyond middle school math, I was never a big fan (Algebra II, Trigonometry, Calculus). After seeing the graph of the 5 content areas, I felt very confident in knowing and understanding the material for the grades I will be teaching. While I am sure I will need a “refresher course,” I feel good knowing that I am not intimidated by this subject area – for the moment, anyway! The mile wide, inch deep quote did make a lot of sense, too, in regard to how spread out it seems that math has become. When my daughters bring home their math homework, it doesn’t seem like much time is spent on one area before they have moved on to the next. I think getting back to the basics is extremely important. Most importantly, I believe that being excited about math and making it fun for our students will be the greatest key to their success. I loved how Dr. Stramel said that, even now, she works the problems to keep in touch and on the same page with her students. I look forward to mastering my math skills – for myself, for my own children, and for my future students!
ReplyDeleteI had quite a few “Ah Ha!” moments this week. One that really stuck out to me was when we talked about having the willingness to change. It brought up many memories from my elementary school days. I had a teacher in the first grade who would not let me write with my left hand, she believed everyone needed to use their right hand. I remember struggling so much to switch to my right hand but everything became ten times harder than it was before. The memory that sticks out the most was one day when I was suppose to draw a diamond with my right hand and I just could not do it, it would never come out right. I could do it with my left fine but she wanted me to do it with my right and until I did I was not allowed out to recess. I don’t remember how it all finally ended but needless to say I’m right handed now. I can play sports with my left hand but my writing with it is not the best anymore. I felt like I was being punished for not being like everyone else and it was the worst feeling ever. I think it is very important for professional educators to adapt with the changing times and be open to new ideas. This relates to the next epiphany moment in the discussion about letting students discover things themselves with a little guidance. As a professional educator I will not only need to be willing to develop and change but I will also always need to remember that it is okay if not everyone does everything the same! I always say that no child learns exactly the same as the next and I enjoyed having my thoughts enforced with the principle that as long as the students are getting the correct answer in an understandable way it is okay, even if it is in a way the educator has never seen before! If it is not broke then don't try to fix it.
ReplyDeleteFinally, the last epiphany I had was with the statement “It’s a mile wide and an inch deep curriculum”. This hit the nail on the head for me. All through my schooling, up until college, I was just skating by on my math grades and I did not truly understand the material, I was just seeing and remembering the basics of what I needed to know. Teaching is not just making sure students listen to and remember what you say it’s giving them a way to work through materials themselves, even if in their own unique way.
Betsy F.,
ReplyDeleteI cannot say that I love math like you do but I’ve grown to enjoy it. I was never very good at it, especially throughout high school! I thought the mile wide inch deep quote touched on how I felt in high school a bit, I was getting all of this algebra thrown at me and I heard the terms and tons of concepts but that’s all the deeper it went. I’m also on the same page with you on being excited about math because I remember how I did not enjoy it at all as a child and I think it’s important as professional educators that we do our best to make it an enjoyable experience for students. I hope to one day develop a love for math like you have so I will be able to better teach it to my future students, but until then I try to incorporate things I enjoy into the subject such as music. I'm not as excited as you yet either but I'm hoping to get there soon, I'm more nervous than anything! Good post!
There were a few things that caught my attention in chapter 1. The first was that several of the Principles for School Mathematics were similar to the items in the FHSU Conceptual Framework. Those being equity, learning, assessment and technology. In the Assessment segment, I found the statement "Assessment should not merely be done TO students; rather, it should be done FOR students, to guide and enhance their learning." As a student, it seemed that tests were given just as tests. Students do not realize that the tests are to check their understanding. In my experience, if I didn't understand something and scored poorly on an exam, it seemed that the teacher did not really care and did not make provide any followup instruction. I am not sure if that is just the teacher or because I was in school quite a while ago.
ReplyDeleteAnother thing that caught my eye, was that "families' and teachers' attitude toward math may enhance or detract from children's abilities to do math." Math was not my favorite subject in school. However, my husband did well in math. As a parent, I have always tried to have a good attitude toward math when helping my sons with their homework. As parents, our attitudes do rub off on our children. When my sons comment that they "stink in math" I usually come back with an uplifting comment to the contrary. Even though my attitude toward math, in school, was somewhat negative, as an adult, I have gotten better and try to keep a positive attitude toward all subject areas.
Sarah R.
ReplyDeleteI am like you. I do not remember using calculators in high school. That may be that small calculators were just becoming available. However, my sons use them in all their high school math classes, algebra to geometry. I am certain that my parents did not buy me a $100 graphing calculator. I am somewhat torn by their use. I can see that it incorporates technology, however, they also need to know how to work the problems WITHOUT them as well.
I would have to say that after reading the chapter and watching the class discussion I have realized that I must increase my own knowledge and understanding of Math in a much deeper sense. I would not say that I do not like Math but I have always been intimidated by it. After reading the text and listening to Dr. Stramel speak in class, I have realized that I must never allow my students to see any kind of fear in myself when teaching Math. Student often fear Math enough themselves that a teacher must be the one to reassure them that they can and will do it. As a teacher I must be prepared for change at all times, this including Math methods, curriculum, assessments, and the big one right now, the change in standards. I actually got to sit through a discussion with teachers from my district this summer after they had been to training on the new Common Core Standards. I talked to my colleague who has taught Kindergarten for 27 years and she was telling me about all of the changes that are coming in regards to the common core standards. She informed me that they are taking Math and the methods back to the way is once was taught before (back to the basics as our text states), with the foundation of real numbers and the base 10 number system. The following is a link that I found interesting in describing the base 10 number system and how it works http://investigations.terc.edu/library/curric-math/placevalue_2ed.pdf.
ReplyDeleteThe one item that scares me when it comes to teaching Math and any other subject for that matter is the pressure being placed on educators under the NCLB act. We as teachers are suppose to have 100% of our students scoring at Meets Standards or higher on the State Assessments by the Year 2014! This idea, this concept seems so very overwhelming to me, especially now with all of the standards changing to the common core standards. I suppose I will do what the text tells us to do…stay positive and know I am not alone!
I really liked reading this chapter and found lots of useful pieces of information that will help me become a better educator. The first part of the chapter talked about how test are not the only way to assist students academically which was very interesting because that is the way I feel as well(p.1). I believe that teachers rely too much on tests and students are not getting the assistance they need. What I have seen teachers do is give out test and never go back over them like they need to because there is just not enough time. If a student takes a test, misses all the problems and never fixes them they are not learning anything.
ReplyDeleteI also liked learning about the Curriculum Focal Point and what it represented (p.2). When there is attention and depth to material the students are learning about they become more interested and involved because the subject material has meaning. I feel that some students do not think that math will be much use to them because they have technology that will do it all for them but this is not the case. Showing influences between math and other subjects will show students that math is important and does matter.
Learning about the six principles was also very important because I do believe that each of the mentioned principles are important and ones that every teacher should take into consideration.
Something that surprised me in the chapter was how the United States is teaching in low-level content instead of high level like the NCTM recommends. The text book briefly mentions that the U.S. is trying to teach the students everything they can but this doesn’t always have a positive effect (p.7). What is the point of teaching tons of material if the student is not retaining the information so that it can be used in the future? As a former para educator I have seen this many times in the classroom. Teachers will be so busy trying to meet all the different standards that do put focus on the material.
References:
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally (7 th ed.). Boston: Allyn & Bacon.
In response to Lindsay Sabala-
ReplyDeleteI also found the section in our text about people always saying “they cannot do Math” but most people would never say “I cannot read” to be very interesting. I had never looked at that comment in this way before. Math truly is very important in a person’s life, while not everyone will need Trig or Calc, everyone needs Math in some form. I have always done very well in Math but still to this day, when someone says “We are going to do Math” I still feel that little feeling of anxiety sweep over me. Now that I am going to be the one TEACHING Math, I better practice my game face of not being nervous and show my students how wonderful Math can be!
Kim,
ReplyDeleteI defiantly agree with you that some people need to change their attitudes about math to help the others attitutes. If we keep telling people that math is difficult and everything is too hard soon they will believe it and have those same views.
In that same section of the text book (p.9) it also mentions that people will admit that they do not know how to do math way before they will admit that they do not know how to read. This is because we as a community have accepted the fact that math is hard and not everyone can do it which is simply not the case.
Can you imagine if parents started reading a book to their kids and then said "reading is too hard I give up" well that is what people are doing with math.
I am like you. I always have a good attitude for every subject. I always act like the subject is so easy and fun so that way the students will reciprocate that feeling to me. I should never give my students a reason to believe that they can not do something.
References:
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally (7 th ed.). Boston: Allyn & Bacon.
I have always had it in my mind that math is horrible and hard, and I have always had it in my head that I hate math. After reading the first chapter, I realized it probably is not that bad after all. I also think listening to Dr. Stramel and how much she loves math, I am convinced she can make me a changed person by the end of the semester. I guess I really never realized why it is important to have standards for the content areas, and why they help the teacher to provide the best education for the students. After reading about the six principles for school mathematics, I got a glimpse of how I can be an effective teacher. I realized that I will have to have knowledge of mathematics in order to teach it. I will not be able to just look in the book and give the assignment and look up the answers. Dr. Stramel pointed out a very interesting fact that the teacher should do the problems in the assignment as well as the students. Also, I think she is completely right that the teacher needs to change things. There are a lot of local high school teachers that still use the same curriculum and assignments today as when my husband had them and he graduated in 1997. That is pretty sad. Then they wonder why the students are using each other’s assignments to get by on theirs. One of the biggest problems I have with my 8th grade son’s math teacher, is she teaches them a section in their textbook and they have an assignment. He brings it home and gets help ion a few questions from my husband. Well he gets the right answer and my husband teaches him a strategy that works best for him and the teacher marks it wrong because it is not done the way she showed them how. We have argued with this teacher for the last year and we told her this year is not going to be the same. We have brought this up to the principle and he has talked with her. I know definitely that is not something I am going to do when teaching the students. I will try and show them the easiest way to do the problems, as I have learned that is the best way to get them to do their math work, not make it more complicated than it has to be. I learned quite a bit form this chapter, and I am sure I will learn more throughout the semester.
ReplyDeleteIn response to Jennifer P---
ReplyDeleteI agree with you completely that teachers are relying too much on tests. I think that the schools are concentrating on the tests and the scores and the students are not really learning everything they need to know. The schools are only teaching what is on the tests, and nothing else, but as the students get older, they do not know near what they should for their later years of life. I hope as a teacher, I can find other ways to teach the mathematics to the students and also make it fun and interesting but still know they are learning what they need to learn.
I found Chapter one to be quite interesting and it challenged me. I have always said, "I don't do math..." and "that's what calculators are for." But my attitude is changing because I love, love, love the changes in education where learning is integrated. If the Social studies unit talks about different cultures, well, what are the differences, how does their cost of living and income vs. expense compare to ours? I see teachers who truly teach and students who are so engaged they don't even realize it is "math" or that they are even learning. It is so interesting and fun and engrossing. That is what I want. And that is what I read in the in this chapter and took away from the classroom discussions. It is exciting to me that mathematics teachers who adhere to the NCTM Principles and standards for School Mathematics will be teaching it so that children can apply it and understand it. The fact that so much of my life I was not taught like this, I was taught by rote and by worksheet, is why I thought I couldn't be a teacher. I am begrudgingly grateful for having to take algebra last year, because it initiated in me a realization that I can do math. My outlook and attitude is changing about math and teaching it and applying it. My youngest daughter LOVES math. I know this is related to the paragraph in the text on page one that Dr. Stramel referred to in class: "... it is you, the teacher, who will shape mathematics for the children you teach." Math was not presented as taboo, boring, or something that only some students could do. I know her teacher had the attitude that anyone can do mathematics and that made all the difference to my daughter. I want that as a teacher. I am grateful that I am changing my views about math before I get in the classroom so that I don't have to try to pretend to be enthusiastic about something I don't like.
ReplyDeleteSarahR-
ReplyDeleteI really find myself nodding my head at much of your post! I agree that the "mile wide, inch deep" quote makes a lot of sense and I had an "aha" moment when I read about that, and also about how math ability is not inherited but that anyone can learn it. I also agree that I don't feel ready to jump into a classroom tomorrow and teach math using different methods, but I know I will learn about teaching using different methods and how to reach students. I am really excited about the kit we got with all the manipulatives in it!
Reading this chapter sent so many thoughts through my head. Our knowledge is a "mile wide and an inch deep", but we have to stay up on the current skills to be able to get the information out! In my substituting, I have witnessed many teachers at different grade levels who don't put much importance into math. I see ALOT of worksheets and a little interaction. While reading this chapter, I just kept reminding myself that I want to be able to rock my math assignments so that my students will be able to rock it later on!
ReplyDelete@ Carrie ~
ReplyDeleteIt is so funny that as we get older, we tend to accept change and realize those subjects that we hated tend to not be so bad!
Your daughter is lucky to have you, you will also have an impact in shaping her mathematics future.
@Lane A.
ReplyDeleteI had the hardest time figuring out a way to relay the math skills I had learned to students; I was a para and now I’m substitute teaching. I am grateful for being in the classroom and for the opportunity to work with students because it has helped me find a way to communicate how and why math problems work the way they do. I found that articulating explanations became much easier the more often I had to.
I remember when I was in elementary and middle school students were not allowed to use calculators unless they were used to solve complex problems, such as algebraic equations. For math problems, such as multiplication and division, calculators were not permitted. Some students struggle and find that with the use of calculators and other technologies learning becomes easier. I think students need to be taught how to use technologies early on so they are aware of how to use them if they need to.
ReplyDeleteI like the authors statement that "Assessment should not merely be done to students; rather, it should also be done for students, to guide and enhance their learning" (pg 3) I think this statement is absolutely correct. I think there has been too much pressure put on children to pass assessments. Assessments should be given as if they were an other test and the results should be used to determine what is taught in the classroom.
After reading the text and going through the six principles and standards you realize how complex teaching math in the elementary school really is. What I found interesting was the section on Grade-Level Expectations. I have always been concerned about my role in making sure each student completes and understands the subject. I completely agree with the thoughts in concerning assessment. But I'm nervous that I won't know how to correctly assess the students progress.
ReplyDeleteIn response to Michelle A.
ReplyDeleteI agree! I have found that when I was a substitute teacher that was little focus put on math and other subjects were given more attention. I think your attitude towards math will help make you a great teacher!
I believe Chapter 1 had a lot of great, useful information throughout the whole thing. There is so much to think about now that I have read the readings. I loved the power-point you provided, I liked how we had a visual that explained and listed the six principles and standards and the things you will need when becoming a teacher of mathematics. I believe this slide is something everyone will want to keep handy in order to be a successful mathematics teacher. One concern I have is I am worried that just because I understand it one way, I will not be able to teach my students so they understand it the way I do. I also believe though, after this course I will be reassured with many of my concerns I have. Math was not always want of my favorite subjects, so hopefully I can make my students enjoy math and make learning fun to them!
ReplyDeleteI have really enjoyed this class so far. The humor the first day was refreshing for Math for me. I have really had some understanding opened from the reading, online presentations. I didn't know Math could be fun. I might teach it?
ReplyDeleteIn response to Tammi W-
ReplyDeleteI agree with you, when you stated that you have concerns when it comes to my role in making sure each student completes and understands the subject. If I remember right, from your introduction blog you work or have worked at a school district. I believe this will help you tremendously when you have a classroom of your own because you know a lot about how things are suppose to be ran and how to each to students abilities because I if I remember right, you work in Special Education. I am also a paraprofessional for Special Education and I believe this is what has helped me gain the confidence I need to want to have a classroom of my own to teach in!
@April b. I totally agree with your first feelings of math. I am too becoming effected by Dr.'s positive attitude. I would teach the simplier way that is to allow all the chance to succeed.
ReplyDeleteGetting into this class I was already a little bit nervous. I’ve never excelled in math and I figured I would have trouble with this class as well. It encouraged me to look at the different principles mentioned in this chapter. Knowing now that there is really no way to do math in the “right” way I feel like I will do better. I like the idea of using technology more and more in teaching. As we get farther and farther along in technology knowledge in our world, it is great to get our students started with technology in the early years. In my opinion, technology makes math less intimidating. I was reading about the NCLB policy and the book mentioned that it probably wasn’t even possible to get our students to the right percentile before 2014. I don’t like how we try and grade our students on something we don’t even think is possible, it doesn’t make since to me. I do think it is a great idea to try to treat math in the same way we treat other subjects when teaching. Encouraging students to love/enjoy math is one way to get them excited about it!
ReplyDeleteChapter 1 was very interesting. I read about a lot of things that I already knew, but even more that I did not know. One of the things that jumped out at me was the Five Content Standards and the Five Process Standards. The content standards were interesting because I learned that all five apply to each grade, however the emphasis in which each are applied to that grade level. The process standards will be included in any math that is done so it is exteremly important that these standards are taught to our students.
ReplyDeleteAs I get ready to become a teacher and to teach math, one of my biggest concerns is that I will be a teacher like so many of my teachers in elementary and middle school. I am worried that I will be more focused on covering the material than making sure that my students really understand what they are supposed to. I have experienced as a students, what it is like to not understand one thing in math. When one thing is confusing in math, it truly makes it difficult to understand the next step which often involves previously misunderstood material. Does anyone have any insight on this?
Tammie,
ReplyDeleteI completely agree with you that it may be difficult to make sure that the students learn what they need to learn! I actually discussed my worries about the same thing in my blog. I enjoyed your post!
I felt as if Chapter 1 was a very good overview of everything we should already know from the education courses we have taken at FHSU. One of my biggest fears is not being able to help my students achieve their Grade-Level Expectations. But i feel much better after reading this chapter and know that there are plenty of resources to help me in the areas I need to.
ReplyDeleteIn response to Kristi P...
ReplyDeleteI also thought the PowerPoint was a great resource to use and agree the 6 Principles and Standards will definitely be something that I keep handy and refresh myself with often.
On the first page of the chapter I learn that the knowledge of mathematics is one of the two most important things a teacher needs to know to be an effective teacher. Teaching math is the biggest fear that I have at this time. Immediately I think, how am I suppose to teach something I don't understand myself. But I kept reading, and I discover that NCTM is there to help me be successful. The six principles got my mind to turning with ideas. As I looked over the Common Core Standards, I am happy to know I have guidelines in what I am suppose to teach. One area I did find interesting is the comparison between traditional and standards-based curricula. I was definitely taught with a traditional textbook, but I would love to look at a standards-based textbook. I am a hands-on, visual learner and from what I read this is exactly how the standard-based textbook is written. The final section about becoming a math teacher was a good review of what it takes to be an effective math teacher. After reading chapter 1, I feel a little more confident that I can do this.
ReplyDeleteKymberly R.,
ReplyDeleteI also worry that I will become so overwhelmed with getting through all the content that I won't notice when some don't understand. For example, two nights ago my 6th grade daughter had homework over rounding very large numbers and was struggling. (Unfortunately she inherited my math sense.) So, we went over it and I told her I would have some review sheets for her to do tomorrow. The next night came and I asked her if she needed some help and if she wanted those review sheets. She said they have already gone to the next section. They are doing a section a day and I know that my child can't be the only one that didn't understand. I have the same question. What can we do to make sure this does not become us?
Anxiety has been a huge issue for me when it comes to mathematics. I am so grateful to be in a class that addresses this issue upfront. One of my favorite quotes out of the reading eased my thoughts on this subject. "Thinking and talking about mathematics instead of focusing on "the right answer" is a strategy that will serve us well in becoming a society where all citizens are confident that they can do math." I love this! When I can finally get to the place of understanding this concept, I will be in a much better boat. I'm excited to unlearn what I have come to know as math and relearn in a way that will make a lasting difference!
ReplyDeleteI must admit that I'm very intimidated by the Common Core Standards. I know that we will break it apart, but I was just starting to become familiar with the lingo of the old standards. However, I hope learning more about the CCS will give me a much needed advantage for the tough job market that Kansas is currently in.
@ Kim
I'm so glad you talked about your experience as a mom. I also plan to be more proactive in the math area with my children. Writing the personal math story was an eye opener. It brought up some memories that needed addressed. To date it was the most powerful reflection I have done. I really think I can move past some of my anxieties and have a positive view towards math.
It was nice to have a teacher that believes that there is more than one way to solve math problems. So many times students get discouraged by my way or the highway type of teaching math. I can work with someone that is willing to work with me. Math has always been my hardest subject. I am thinking that I should teach others my hardest subject and my easiest one. So I have a balance of understanding how students fight to succeed and fly high in another subject.
ReplyDeleteIn response to Allison G,
ReplyDeleteWhat grade in Math do you plan to teach? I have always been one to struggle throughout school in Math but I have a much better understanding as I grow older. I agree with you too that there is so much to be learned to be a successful teacher. It's nice to hear someone say that, too, having the background knowledge that you do. Good luck with your teaching! Although I don't mind Math now, it definitely isn't my choice subject!
This chapter had great information in it. The thing I liked most was probably the section over the 5 content standards and how to apply them to each grade level. One thing I get very frustrated with is how little kids retain in Math. I have worked with Special needs children for a number of years now and it is so hard when so little is retained because they have to go over all of the information to prepare them for the state assessments. I am the type of person that likes to teach quality not quantity, but also doing it in an appropriate amount of time. I feel after reading this chapter not to take anything for granted because of the amount of things that we do need to learn to be successful in the classroom. It is nice to know that we are given these guidelines to follow that allow us to be these types of teachers!
ReplyDeleteAll of chapter 1 was full of great ideas and information. I think the biggest thing of all that would be hard to swallow is being ready for change. I think all of the greatest teachers are flexible. I also think that all teacher's in some form or another want to have control. As a result, a controlling person willing to be flexible does not come easy. Changing habits that you have had since your elementary school can be hard to change. Definitions and strategies of teaching can change. This is something that I will need to work on.
ReplyDeleteTracy,
ReplyDeleteI agree that it is nice to have teacher's who understand that there are more than one way to do a problem. This is another way of getting students engaged in the class.