Week #7 Blog

Hello everyone, and welcome back!

It is crazy to think that we are basically half-way through the semester and course. This is just a constant reminder that soon enough we will be in our placements teaching mathematics to elementary school children, which is nerve-racking. Although this makes me worried, every class is an opportunity to improve in the subject while reminding myself that I must have an open-mind to contribute to a positive growth mindset.

 

The Hidden Opponent, 2019

Previously, in last week's class we learned about number sense and numeration - proportional thinking/reasoning, which were explained during learning activity presentations. These presentations were extremely relatable and applicable to real life situations, specifically while discussing the importance of rates, ratios and percentages. During the presentations, fellow teacher candidates related mathematical concepts to recipes, maps, driving, money and other. 

This is important when connecting to the math curriculum because under Number Sense and Numeration, students must have a "general understanding of number and operations as well as the ability to apply this understanding in flexible ways to make mathematical judgements and to develop useful strategies for solving problems" (Ministry of Education, 2005, pg. 8). With this being said, math is important in all aspects of life because of the ability to use every day in the real-world. As for educational purposes, teachers have an ability to show students that these math applications are essential and important in life, and will most likely help engage students when being taught.

[2] Ontario Ministry of Education, 2005.

This week during class, we learned about Integers. During the learning activity presentations, a variety of manipulative's were used, such as money (i.e., quarters), number lines, and a deck of cards. When participating in the activities, it was our job to better understand integers, their importance and how they are incorporated in our lives daily. For example, one of the presenters mentioned that integers are seen in golf scores, temperatures, money, sea levels, and many others. 

iPractice Math, 2013. 

Moreover, a fact that I learned that I didn't know before was whole numbers can be integers, but integers aren't always whole numbers. Additionally, discussed was how there is a rule that "two negatives don't necessarily make a positive". We used number lines to determine this theory, specifically when looking at adding, subtracting, dividing and multiplying integers. Specifically, when taking two negatives, there is still a possibility of it adding up to stay negative. I.e., -10 + -5 = -15. When talking with my group and participating in the activity, it was always clear and evident to us that this was the rule. However, we can't remember why this is and we weren't sure the reasoning behind it. 

Online Math Learning, 2018. 

Finally, as mentioned earlier, I have learned from other students the importance of keeping an open mindset. Each interaction with students and the experiences with mathematical concepts are learning opportunities that assists in the development as a teacher. Overall, I have realized that I am always learning, as a student and as a teacher. Therefore, the key take away from this week is that learning from other students is essential in my future teaching practices, whether that be elementary or fellow classmates. This is to help set my students up for success, which can be done by making real-world connections that are related to mathematics. 

References:
EduGains (November 18, 2010). Big Ideas Questioning K-12: Proportional Reasoning. Retrieved from http://www.edugains.ca/resources/LearningMaterials/ContinuumConnection/BigIdeasQuestioning_ProportionalReasoning.pdf

iPracticeMath (November 25, 2013). Integers in real life. Retrieved from https://blog.ipracticemath.com/2013/11/25/integers-in-real-life/

OnlineMathLearning (2018). Integer Rules Song. Retrieved from https://www.onlinemathlearning.com/integer-rules.html

[1] Ontario Ministry of Education (2005). The Ontario Curriculum Grades 1-8: Mathematics. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf

[2] Ontario Ministry of Education (2005). TIPS4RM Continuum and connections proportional reasoning. Ontario: Education Ministry. Retrieved from http://www.edu.gov.on.ca/eng/studentsuccess/lms/files/tips4rm/TIPS4RMccpropreason.pdf

The Hidden Opponent (2019). Instagram. Retrieved from https://www.instagram.com/p/B35I3T1Hfln/

Week #5 Blog

Week 5 already? Boy does time ever fly when you are having fun! 

After sitting through this week's class I felt refreshed and updated with concepts in mathematics that I hadn't focused on or thought about for quite a while. During the first few weeks of class, I was a bit nervous about the semester, especially when thinking about the math "assignments". I was definitely overwhelmed with how the course load was organized, but have settled in, and am now starting to relax. Lately, I've realized that the most important aspect of teaching is how students learn in their classrooms and the different/varying abilities. Rather than how we are going to teach the students, how do the students learn best? Although I am still uneasy and uncomfortable teaching math concepts to students, I am keeping an open mind and making sure to stay engaged during both my math class and at placement, to learn the best strategies and methods in the best interest of students' learning. 

JUMP2MATH (2019).

For example, during the four learning activity presentations we explored different ways to learn and practice fractions. I was intrigued by how Sarah used geometric manipulative's because not only did I feel engaged to complete the lesson however, it brought back memories from elementary school. Also, I enjoyed John's cross-curricular lesson plan activity that included using a musical representation in regards to learning fractions as music notes. Although I do not have a music background or am familiar with how notes are used as fractions, I found the knowledge that he provided was helpful and informative. Overall, fractions are an important concept of number sense and numeration for everyone to know in order to solve problems that occur in daily, in real-life situations (MOE, 2005, pg. 88-89). 

For the past two weeks, we have started getting into placements. I am at a public school with a grade 4/5 split. The varying level of abilities in math is interesting and surprising as I observe. I found that a majority of students don't quite understand mathematical concepts. However, when students are attempting questions that the teacher provided them with I see different and individual strategies, which is helpful for me to comprehend the student's abilities for future practices. Also, this experience is rewarding because I get to interact with students and attempt to help them with math, which for once I can do. This makes me remember and reflect that my growth mindset is continuously and positively changing, as well as and preparing me for the future. 

Adapted from Carol Dweck, Mindset: The New Psychology of Success (2014). 

When connecting all of the courses from school, a growth mindset has been discussed by many professors. I find that I have a great growth mindset because I have always been open to challenges and trying to build my life experiences to be successful. When it comes to math I try to remember that it's not always going to be easy. Although there are some components of math concepts that I struggle with, I try my hardest to work through the problem even when I am having trouble. The main goal is to continue being positive through my journey and believe in myself. Finally, words of advice in building a growth mindset:

1. Learn from your mistakes
2. Effort is essential
3. Setbacks are apart of life, especially when TRYING to LEARN
4. Have an open mind, to allow for critical and constructive feedback 
5. Embrace your outcomes and failures; this is an opportunity to learn and grow
6. Work hard - always!

Resources:
Dweck, C. (October 9, 2014). YouTube: Developing a Growth Mindset with Carol Dweck. Retrieved from https://www.youtube.com/watch?v=hiiEeMN7vbQ&app=desktop and Cohort: EDBE 8F01 Teaching in the Ontario Context. 

Jump2Math. (2019). Math Shop. Retrieved from https://jump2math.ca/product/pizza-fraction-floor-graphics/

Ontario Ministry of Education (2005). The Ontario Curriculum Grades 1-8 Mathematics. Retrieved from: http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf