This week I learned many things about teaching mathematics. Slowly my fear of numbers and equations has begun to shift to curiosity and intrigue. I am dedicated to making learning fun and I feel that this class will help me in achieving this goal when teaching mathematics.
I think one of the most important concepts to understand is the roles and responsibilities of the student, teacher, parents and principal in mathematics education.
Students have many responsibilities when it comes to their education, however it is important to remember that a teacher has complementary responsibilities with the student as well. Teachers are responsible for developing appropriate functional strategies to help students achieve the curriculum expectation. As a teacher I wish to bring enthusiasm as well as varied teaching and assessment approaches to the classroom, addressing different student needs and ensuring sound learning opportunities for every student.
Parents have a pivotal role in supporting their child's learning. By becoming familiar with the curriculum, attending the parent-teacher interviews, and encouraging assignment and homework completion at home, everyone can share in the success of a child.
Principals have the important role of working in partner with the parents and teachers to ensure that every student has access to the best possible education experience. This is done by the principal ensuring the Ontario curriculum is adhered to. The principal is also in charge of ensuring that all students who have special needs or require accommodation have an IEP (Individual Education Plan) that is implemented and followed.
I also learned about the 5 strands of mathematics; number sense and numeration, measurement, geometry and spacial sense, patterning and algebra, and data management.
I also learned about "the mathematical process", which is the processes through which students acquire and apply mathematical knowledge and skills. These processes are interconnected. Problem solving and communication have strong links to all the other processes. A problem-solving approach encourages students to reason their way to a solution or a new understanding. The communication and reflection that occurs during and after the process of problem solving helps students not only to articulate and refine their thinking but also to see the problem they are solving from different perspectives. This opens the door to recognizing the range of strategies that can be used to find a solution. By seeing how others solve a problem, students can begin to reflect on their own thinking (metacognition) and the thinking of others, and they can in turn learn to adjust their own strategies in order to make their solutions as efficient and accurate as possible. The mathematical processes cannot be separated from the knowledge and skills that students acquire throughout the year. Students must problem solve, communicate, reason, reflect as they develop the knowledge, the understanding of concepts, and the skills required in all the strands for every grade.
The mathematical processes that support effective learning in mathematics are as follows:
• problem solving
• reasoning and proving
• reflecting
• selecting tools and computational strategies
• connecting
• representing
• communicating
I also learned considerations for program planning in mathematics. Students are diverse in the way that they learn. With this being said, it is important for teachers to be able to create opportunities for students to learn in various ways by using varied teaching approaches. It is also important for teachers to promote a positive attitude towards mathematics. As a teacher I can help my students develop the confidence they need by demonstrating a positive attitude towards mathematics. I will help my students understand that, for some math problems, there may be several ways to arrive at the correct answer. I also want them to believe in themselves by believing that they are capable of finding solutions.
It is also important that students have ample opportunities to explore a subject from multiple perspective. Teachers can effectively do this by emphasizing cross-curricular learning and integrated learning.
In the case of exceptional students, teachers must examine both the curriculum expectations for the appropriate grade level and the needs of the individual student. Once this has been done, the teacher can determine which of the following options is appropriate for the student; no accommodation or modification, accommodation only, or modified expectation, with the possibility of accommodation.
Young people whose first language is not English enter Ontario elementary schools with diverse linguistic and cultural backgrounds. I learned that teachers need to incorporate appropriate instructional and assessment strategies to help ESL and ELD students succeed in their classrooms. These strategies include; modification of some or all of the curriculum expectations, based on the student’s level of English proficiency, various instructional strategies which includes; extensive use of visual cues, manipulatives, pictures, diagrams, graphic organizers, attention to the clarity of instruction, modelling preferred ways of working in mathematics, previewing of textbooks, pre-teaching of key specialized vocabulary, encouragement of peer tutoring and class discussion, strategic use of students’ first languages. use of a variety of learning resources (visual material, simplified text, bilingual dictionaries, culturally diverse materials). Teachers should also make assessment accommodations which includes; granting of extra time; use of alternative forms of assessment, such as oral interviews, learning logs and portfolios.
As a teacher I will also ensure that all of my students have an equal opportunity to achieve their full potential through implementing a curriculum free from bias and by providing all of my students with a safe and secure environment. I will encourage respect for others, which ultimately allows all students to participate fully and responsibly in the classroom.
I have learned allot of valuable information this past week and I look forward to what I will discover in my next class. I feel good and I know that with the right tools, instruction and resources, I too will succeed.
Cheers!
Ashley
I think one of the most important concepts to understand is the roles and responsibilities of the student, teacher, parents and principal in mathematics education.
Students have many responsibilities when it comes to their education, however it is important to remember that a teacher has complementary responsibilities with the student as well. Teachers are responsible for developing appropriate functional strategies to help students achieve the curriculum expectation. As a teacher I wish to bring enthusiasm as well as varied teaching and assessment approaches to the classroom, addressing different student needs and ensuring sound learning opportunities for every student.
Parents have a pivotal role in supporting their child's learning. By becoming familiar with the curriculum, attending the parent-teacher interviews, and encouraging assignment and homework completion at home, everyone can share in the success of a child.
Principals have the important role of working in partner with the parents and teachers to ensure that every student has access to the best possible education experience. This is done by the principal ensuring the Ontario curriculum is adhered to. The principal is also in charge of ensuring that all students who have special needs or require accommodation have an IEP (Individual Education Plan) that is implemented and followed.
I also learned about the 5 strands of mathematics; number sense and numeration, measurement, geometry and spacial sense, patterning and algebra, and data management.
I also learned about "the mathematical process", which is the processes through which students acquire and apply mathematical knowledge and skills. These processes are interconnected. Problem solving and communication have strong links to all the other processes. A problem-solving approach encourages students to reason their way to a solution or a new understanding. The communication and reflection that occurs during and after the process of problem solving helps students not only to articulate and refine their thinking but also to see the problem they are solving from different perspectives. This opens the door to recognizing the range of strategies that can be used to find a solution. By seeing how others solve a problem, students can begin to reflect on their own thinking (metacognition) and the thinking of others, and they can in turn learn to adjust their own strategies in order to make their solutions as efficient and accurate as possible. The mathematical processes cannot be separated from the knowledge and skills that students acquire throughout the year. Students must problem solve, communicate, reason, reflect as they develop the knowledge, the understanding of concepts, and the skills required in all the strands for every grade.
The mathematical processes that support effective learning in mathematics are as follows:
• problem solving
• reasoning and proving
• reflecting
• selecting tools and computational strategies
• connecting
• representing
• communicating
I also learned considerations for program planning in mathematics. Students are diverse in the way that they learn. With this being said, it is important for teachers to be able to create opportunities for students to learn in various ways by using varied teaching approaches. It is also important for teachers to promote a positive attitude towards mathematics. As a teacher I can help my students develop the confidence they need by demonstrating a positive attitude towards mathematics. I will help my students understand that, for some math problems, there may be several ways to arrive at the correct answer. I also want them to believe in themselves by believing that they are capable of finding solutions.
It is also important that students have ample opportunities to explore a subject from multiple perspective. Teachers can effectively do this by emphasizing cross-curricular learning and integrated learning.
In the case of exceptional students, teachers must examine both the curriculum expectations for the appropriate grade level and the needs of the individual student. Once this has been done, the teacher can determine which of the following options is appropriate for the student; no accommodation or modification, accommodation only, or modified expectation, with the possibility of accommodation.
Young people whose first language is not English enter Ontario elementary schools with diverse linguistic and cultural backgrounds. I learned that teachers need to incorporate appropriate instructional and assessment strategies to help ESL and ELD students succeed in their classrooms. These strategies include; modification of some or all of the curriculum expectations, based on the student’s level of English proficiency, various instructional strategies which includes; extensive use of visual cues, manipulatives, pictures, diagrams, graphic organizers, attention to the clarity of instruction, modelling preferred ways of working in mathematics, previewing of textbooks, pre-teaching of key specialized vocabulary, encouragement of peer tutoring and class discussion, strategic use of students’ first languages. use of a variety of learning resources (visual material, simplified text, bilingual dictionaries, culturally diverse materials). Teachers should also make assessment accommodations which includes; granting of extra time; use of alternative forms of assessment, such as oral interviews, learning logs and portfolios.
As a teacher I will also ensure that all of my students have an equal opportunity to achieve their full potential through implementing a curriculum free from bias and by providing all of my students with a safe and secure environment. I will encourage respect for others, which ultimately allows all students to participate fully and responsibly in the classroom.
I have learned allot of valuable information this past week and I look forward to what I will discover in my next class. I feel good and I know that with the right tools, instruction and resources, I too will succeed.
Cheers!
Ashley
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