As a teacher, I want to have my
students appreciate mathematics and make self-connections by applying it to
their lives outside of school. Aside from the mathematical discoveries that we
have in our surroundings, math is relatable to problems that we face in our own
lives and how we obtain a solution. When people are dealing with a problem,
they solve it the same way mathematicians analyze math. First, a person has to
understand that problem and all the factors that can influence the outcome.
Then, that person must choose a procedure or approach that he/she will utilize
to solve the problem. Finally, when a solution is found the person will reflect
on the problem, the method, and why he/she chose this specific method to solve
the problem effectively.
I want students to feel like mathematicians and inquire about learning new things. A student must possess the problem solving qualities listed above to be a successful mathematician. The three major domains that my students will be assessed on are: conceptual understanding, procedural fluency, and mathematical reasoning to justify their answers. For example, if a student was learning addition, he/she must understand the concept that different parts are being combined to create a whole, the procedure to complete the algorithm correctly, and mathematical reasons to justify his/her thought process. If the students correlate these domains with how they solve real life problems, the students will have a better understanding of what problem solving is and become an analytical thinker.
In my teaching experiences, I noticed that many students struggle with the concept of “math” because how abstract it can be. Math should be taught using explicit and differentiated instruction. If a child fears math it is because someone did not reach out to that student and break it down simply enough for that specific child to understand. I will teach my students by modeling, guided practice, and independent practice. Each of those areas of instruction will be differentiated so that no student feels left behind or as if they are not being challenged enough. I will also incorporate games, manipulative materials, applications, and songs to help the students learn. In my student teaching experience, I embraced the NYS learning modules and was able to intrigue my students. I adapted my lessons from the modules and taught each lesson in a more authentic way, instead of reiterating what the state gave me. I incorporated cooperative learning activities, games, math videos, poems about divisibility and factoring, and I often had the students interact with the problem I wrote on the board. I invited students to learn with me instead of lecturing and solving the problem by myself.
I am proud of the accomplishments that I have achieved in my field of study and hope that it reflects on my teaching competency. I took the challenge that most people are unwilling to take and became a math major. This will help me as a teacher, mathematics is difficult to young learners because they have not had teachers that demonstrate the enthusiasm and dedication to math, the way that I do. I will be teaching student-centered lessons to guarantee progression among all of my students. I will encourage my class to strive for answers, analyze situations, formulate predictions, carry out procedures, and reflect on solutions; to become young mathematicians.
I want students to feel like mathematicians and inquire about learning new things. A student must possess the problem solving qualities listed above to be a successful mathematician. The three major domains that my students will be assessed on are: conceptual understanding, procedural fluency, and mathematical reasoning to justify their answers. For example, if a student was learning addition, he/she must understand the concept that different parts are being combined to create a whole, the procedure to complete the algorithm correctly, and mathematical reasons to justify his/her thought process. If the students correlate these domains with how they solve real life problems, the students will have a better understanding of what problem solving is and become an analytical thinker.
In my teaching experiences, I noticed that many students struggle with the concept of “math” because how abstract it can be. Math should be taught using explicit and differentiated instruction. If a child fears math it is because someone did not reach out to that student and break it down simply enough for that specific child to understand. I will teach my students by modeling, guided practice, and independent practice. Each of those areas of instruction will be differentiated so that no student feels left behind or as if they are not being challenged enough. I will also incorporate games, manipulative materials, applications, and songs to help the students learn. In my student teaching experience, I embraced the NYS learning modules and was able to intrigue my students. I adapted my lessons from the modules and taught each lesson in a more authentic way, instead of reiterating what the state gave me. I incorporated cooperative learning activities, games, math videos, poems about divisibility and factoring, and I often had the students interact with the problem I wrote on the board. I invited students to learn with me instead of lecturing and solving the problem by myself.
I am proud of the accomplishments that I have achieved in my field of study and hope that it reflects on my teaching competency. I took the challenge that most people are unwilling to take and became a math major. This will help me as a teacher, mathematics is difficult to young learners because they have not had teachers that demonstrate the enthusiasm and dedication to math, the way that I do. I will be teaching student-centered lessons to guarantee progression among all of my students. I will encourage my class to strive for answers, analyze situations, formulate predictions, carry out procedures, and reflect on solutions; to become young mathematicians.