Blog Post 10: EDBE 8P29 (18 November, 2016)

Good Day Bloggers!

Objective: 

For this week, it is my objective for this blog post to present my responses to questions, ideas and information presented this week in the course EDBE 8P29 at Brock University! To begin this class, we began with the resource share probability games using the wheel of fortune! Next, three students presented their probability presentations, and lastly, we did a lesson plan share.


Welcome to the Games!

žThis week, we began with our resource share: Probability Games online. The Wheel of Fortune is used to discuss games that students may see at a fair or carnival. The students see that there is chances to win, but (for example: if they win 10 cents they really have lost 10 cents since it cost 20 cents to play). Students then create their own probability spinner game that most likely makes a profit for the students.

Examples of Collection of Data Tools

Data Management and Probability: 

In our class, we also viewed three student-made presentations about the strand of Data Management and Probability. The three sections we analyzed were Collecting Data, Data Relationships, and Probability. Surveys and questionnaires are quite common in the collection of data, especially in the older grades. We analyzed the Curriculum Breakdown for probability as well as the expectations between the grades of 3-8, and then we continued to review our lesson plans; implementing ideas that our instructor gave to us in this instructional period. For our lesson plan share, we shared our lesson plans with the other groups, giving each other feedback. 

Reflection: 

In the study of Data Management at the grade 1-8 levels, teachers can ensure student understanding by developing a conceptual understanding of data management and probability. Educators require a sound understanding of the key mathematical concepts for their students’ grade level, while simultaneously connecting students prior and future experiences in learning this topic. It is essential for us as educators to know how to best teach the concepts to students through individual knowledge of each student. Through this knowledge, effective learning can take place because we as educators look for methods based on individual need to allow for differentiated instruction.



Thats all for now Fellow Bloggers! Until next week :)

Blog Post 9: EDBE 8P29 (11 November, 2016)

Good Day Bloggers!

Objective: 

For this week's blog post, it is my objective to present my responses to questions, ideas and information presented this week in the course EDBE 8P29 at Brock University! Due to this week being an online week, this post will also include connections to the readings, something that stuck out to me from the video and the Learning Activities Forum! In addition to this, today's post will also include connections to my future teaching; in placement and in a classroom of my own. 

New Beginnings: 

This week, we viewed a math scavenger hunt game that could be highly useful in my future teaching career to allow students to be interactive with one another yet also a contributor to their future math successes. 

Measurement: 

In the slide, 3 stages were underlines as important when introducing measurement as a strand of mathematics to students.

1) Definition/Comparison: compare two things to determine which has a greater measure. Can use           experiments, investigations, etc;

2) Nonstandard units: define measurement according to scoops, cubes, etc;

3 Standard units: cm, g, etc.

Students are naturally curious with measurement, commonly because they use this tool quite often in their every day lives. Students want to be engaged with their learning, and if you as the educator can add investigations and hands-on-activities in a mathematics strand like measurement, then why not use it?

Equally important as the last points: It is important for the educator to not assume anything about student learning. This is no different when instructing measurement. While you may assume students have a general knowledge of how to confidently use a protractor or ruler, students might not have yet attained those skills. Like any lesson, it is important for the students to attain the essential knowledge necessary for completing their task, such as using a protractor to measure a 90 degree angle.

A great resource to use for ideas on how to teach measurement is Measurement Grades-4-6, underlining accommodations and modifications that can be implemented in the classroom, as well as a variety of different instructional techniques that can be valuable in the mathematics class setting.

Formative Assessment Strategies

OF/FOR/AS Assessment: 

The following link Assessment For and As Learning with Mathematical Processes outlines resources for student success, showing goals and expectations. This tool can also be utilized in my future classroom setting with its valuable key features of effective mathematics instruction which includes:

1. Encouraging Students;

2. Ongoing Assessment For Learning;

3. Building Meaningful Success;

4. Utilizing Many Approaches. 

Evaluating and Integrating Digital Tools into the 21st Century Classroom by Rebecca Bunz:

Purpose: “The purpose of this study is deconstruct articles that examine the effect of technology on student achievement and engagement in elementary mathematics in order to determine the functions of digital tools and the qualities of technology integration that most impact student learning…."

(Bunz, 2016)

Through:

Figure 1: The TPACK Framework 

Figure 2: The SAMR Model

We next reviewed the Bunz Model of Technology Integration and Evaluation, which reviewed seven steps to approach learning and reviewed them in detail.

Stage 1: Create a Professional Learning Community (PLC)

Stage 2: Think Pedagogy First

Stage 3: Determine the Purpose

Stage 4: Determine Functionality

Stage 5: Search, Find, Evaluate

Stage 6: Plan Integration

Stage 7: Go For It

Reflection: 

In the study of measurement at the grade 1-8 levels, teachers require a sound understanding of the key mathematical concepts for their students’ grade level, while simultaneously connecting students prior and future experiences in learning this topic. It is essential for us as educators to know how to best teach the concepts to students through individual knowledge of each student. Through this knowledge, effective learning can take place because we as educators look for methods based on individual need to allow for differentiated instruction. From the video's, readings, and forum posts, it is clear that differentiated instruction is required to teach measurement, as it is a strand of math that students can clearly relate to in their own lives. Having this strand interest students is essential to their comprehension on the importance of measurement of their daily lives.


Thats all for now Fellow Bloggers! Until next week :)

Blog Post 8: EDBE 8P29 (4 November, 2016)

Good Day Bloggers!

Objective: 

For this week, it is my objective for this blog post to present my responses to questions, ideas and information presented this week in the course EDBE 8P29 at Brock University! To begin this class, we began with the Coordinate Sheets, which allow students to have a fun way to refresh the past skills they have learned in Geometry and Spacial Awareness. 

Presentations: 

This week I presented a 10 minute lesson to my peers about Geometry and Spacial Awareness, specifically teaching the geometry of various shapes. I learned a lot through preparing this lesson, and I have many reflections about what I thought was great and what attributes of presentation still need to be approved upon. For my presentation, I focused on the Skeleton portion of shapes, teaching students the difference between 2D and 3D shapes, and connecting this theory to practical application for the students to make shapes using a variety of different methods. While I feel as though I put a lot of thought and effort into my presentation, I feel that the amount of information was a bit extensive to cover in a 10 minute lesson, so I should have limited the information being addressed to the students to avoid confusion and difficulties regarding time restraints. Overall, I felt that my presentation went well, that the students (my peers) had fun, and that learning took place. 

Geometry and Spacial Awareness

The three sections we discussed about Geometry and Spacial Awareness in grades one through eight were: Geometric properties, Relationships between these properties, and Location and movement of shapes. while the first two are usually grouped together (Ch. 15) whereas Location and Movement is usually taught as a separate mini unit (Ch. 16).

                                 Make a Turkey with Geometry and Spacial Awareness!

Trying Out Lesson Plans

We next discussed/reviewed our Lesson Plan Assignments. In class, we described what the lesson plan consisted of as well as briefly reviewed the rubric format and the Lesson Plan Template. We were informed of Lesson Share Nov 18th and assignment due date of Nov 25th. 

What better way to learn how to lesson plan than a demonstration and practice? We were instructed to  pick a partner and open a lesson plan template, and our instructor demonstrated a section of the lesson plan and then we were to fill out the rest of the sections with our partners. 

Reflection: 

 - How can you ensure your students develop a conceptual understanding of geometry and spatial sense? What is the hardest part about planning a lesson? How can you make sure a lesson is learner-centred?

In the study of geometry and spatial sense at the grade 1-8 levels, teachers require a sound understanding of the key mathematical concepts for their students’ grade level, while simultaneously connecting students prior and future experiences in learning this topic. It is essential for us as educators to know how to best teach the concepts to students through individual knowledge of each student. Through this knowledge, effective learning can take place because we as educators look for methods based on individual need to allow for differentiated instruction.

Blog Post 7: EDBE 8P29 (October 28th, 2016)

Good Day Bloggers!

Objective: 

For this week, it is my objective for this blog post to present my responses to questions, ideas and information presented this week in the course EDBE 8P29 at Brock University! To begin this class, we used our problem solving skills in Speed Dating, the presenters presented their pieces for the week, we reviewed the methods of teaching patterning and algebra, and ELL. 

Problem Solving Activity: 

Today, we began with our problem solving activity 'speed dating' - using mathematical equations with multiplication to determine who you have most in common with depending on your 'matches'. While it is a great way to make a drill like activity more fun, it also can be a confusing concept to some students. While this is supposed to be fast paced, some students may struggle and thus the game and their learning will not flow quite as smoothly. However, this problem solving activity was great way to help get students moving around and working with new people, which is important for their social development.

Presentations: 

After our speed dating exercise, we had 3 presentations of 10 minutes in length performed by various students in the class. I like this aspect of the course because it allows us to perform a mini lesson acan get feedback both from our peers and the teacher to perfect our presentation image for the time that we engage young students in our practicum.

                                                                Patterns!

Patterning and Algebraž:

The two sections that this skill is separated into is patterns and relationships as well as expressions and equality. Using patterning and everyday experiences to help students understand algebra. The main idea to get across is that a lot of them use algebraic thinking in everyday life, and it can even be beneficial to start a lesson without telling students that they are doing algebra, but when they are confident to show how they only had the misconception about the difficulties of algebra. 

Grocery Shopping: 

We next used algebraic expressions to put a grocery shopping list together to make both a strawberry-Kiwi Smoothie and a Very Berry Smoothie. Combining the smoothies, what items would you have to purchase to make both of these smoothies? As some items are required for both Smoothies, we made the algebraic formula necessary to input all of the data on the grocery list. 

As an alternative example:

- Apple + banana + apple = 2 apples + banana

a + b + a = 2a + b

Working with ELL: 

To work with ELL, we as educators must: 

- Provide concrete examples, models, etc
- Simplify the language not the ideas
- Introduce new vocabulary with contextual support
- Have students keep a personal dictionary; can write definitions in both languages
- Non-verbal cues such as gestures and body language
- Give extra processing time
- Spend extra time to ensure they understand the problem
- Have them rewrite problems in their own words

- Do not over-correct mistakes 

- When correcting, focus on one element that needs to be improved at a time
- Differentiate expectations
- Sit them beside other students who speak their first language
- Use role play, acting, etc when learning new vocabulary
- Have students talk about work and improve before being assessed

Reflection:

As an educator, there are multiple ways to ensure students develop a conceptual understanding of patterning and algebra. We can make 'grocery lists', and other fun ways for students to engage in patterning and algebra. We have to realize that student learning is primarily individualistic, and as such we have to reflect on how we can put the interests of the students into the examples we use to generate these patterning and algebra lessons. 

Blog Post 6: EDBE 8P29 (October 21st, 2016)

Good Day Bloggers!

Objective: 

For this week, it is my objective for this blog post to present my responses to questions, ideas and information presented this week in the course EDBE 8P29 at Brock University! To begin this class, we reviewed Number Sense And Numeration, and specifically Ratio, Rates and Proportions as outlined in the Ontario Math Curriculum Grades 1-8. 

Teagan and the Friendly Giant: 

The problem represented to the class was Teagan and the Friendly Giant. Teagan measured herself and was 6 of her little hands tall. The friendly giant measured himself and he was 6 of his big hands tall. He measure Teagan and she was 4 of his hands tall. How many little hands tall is the friendly giant?

We solved this problem in groups of three using problem solving and communication skills. I thought this was a great exercise, as students even in our teachers college course were at first coming up with different answers, but we collaborated with one another to find the correct answer.

Presentations:

We next began our presentations, where 3 Teacher's College Candidates have 10 minutes to present their presentations on the session topic.

Ratio, Rate, and Proportions:

Today we discusses the differences between ratio, rate and proportions. Ratio: a comparison of quantities with the same units. It can be expressed in ratio for (3:4) or as a fraction 3/4. Rate: A comparison, or type of ratio, of which two measurements with different units such as distance and time (100km/hr). Proportion: An equation showing equivalent ratios in fraction form; 2/3= 6/9. These expectations are found in the Number Sense and Numeracy section under Proportional Relationships.

It is important for students to have a good conceptual understanding of fractions and ratios before attempting to solve proportion problems.

                                                               Rates/Ratio/Proportions

Misconceptions: 

It is also important to be aware of possible student misconceptions. It is not enough to just tell the student that their misconception is wrong, rather as educators we must identify students' misconceptions, Provide a way for students to confront their misconceptions, and help students reconstruct and internalize their knowledge, based on correct conceptions. An example of a student misconception is that they believe the world is flat. This is most likely a preconceived notion, and it is our job to understand the differences between various misconceptions and that there are different ways of correcting this misconception, even with as simple as changing one key word in what you are describing can make a world of difference. 

Reflect: 

In this session, we discussed problem solving and communication strategies, the difference between ratio, rate and proportions, and learning about students misconceptions. We discussed the different misconceptions, and how some misconceptions can be easily addressed by simply using a different word to describe the problem, but that some student misconceptions are much more deep and thus takes time and commitment to address these misconceptions. For ratio, rate and proportion, we can 

ensure students develop a conceptual understanding with manipulatives, examples, reflection, etc. to allow students to absorb these three differences and have a distinct understanding of what is being instructed to them.

Blog Post 5: EDBE 8P29 (October 14th, 2016)

Good Day Bloggers!

Objective: 

For this week, it is my objective for this blog post to present my responses to questions, ideas and information presented this week in the course EDBE 8P29 at Brock University! To begin this class, we reviewed our problem solving assignments, and the issue that most people had were to compare their problem solving activities to specific curriculum expectations outlined in the Ontario Math Curriculum Grades 1-8. 

                                                     Battleship in Mathematics Anyone?

žJeopardy Battleship:  

Following the review of the previous week as well as our assignments we were handed back, we played Jeopardy Battleship! The purpose of this game is to be the last person standing, relying on your math skills and some luck. First, we were instructed to shade in the squares representing each type of ship (three ships), and also to draw a missile on one of the squares. If it lands on your missile than you get to pick the next square. Once all your ships are sunk then you join another player’s team.

ž
While I thought this game to be engaging, for younger students this could be a really confusing concept, so as a more fast paced game to begin with, it might be more efficient to learning to slow down the battleship sinking so students having difficulties with mental arithmetic can be inclusive to the game as well.

Presentations: 

After the Jeopardy Battleship game, we had 3 presentations of 10 minutes in length performed by various students in the class. I like this aspect of the course because it allows us to perform a mini lesson and can get feedback both from our peers and the teacher to perfect our presentation image for the time that we engage young students in our practicum.

Number Sense and Numeration Expectations: 

Grade 4: Solve problems with +, -, x, / of single digit and multi-digit whole numbers, + and - decimal numbers to tenths and money amounts

Grade 5: Solve problems with x, / at multi-digit while numbers, + and - of decimal numbers to hundredths

Grade 6: Solve problems with x, / of whole numbers, + and - of decimal numbers to thousandths.

Grade 7: + and - fractions, solve problems with whole numbers and decimal numbers

Grade 8: Solve problems with whole numbers, decimals, fractions and integers (including x and / of fractions) 

Integers and Exponents 

Next, we discussed integers and exponents, and how we can use real life situations to explain to young students how they already use integers and exponents without even realizing it through money problems, temperature, etc. Using coloured tiles for adding and subtracting integers also is beneficial to students, because you can allow students to have a visually appealing and interesting way of showing that the problem 5/2 is not 5 x 2, rather it is 5 x 5. 

When? 

Lastly, we discusses the question of when. When should teachers introduce a new concept to aid in discovery or to help them go from a concrete idea to an abstract idea? In what cases should teachers need to re-teach a topic or to develop the understanding of a concept? These are very important questions that I will have to ask myself when I am provided the opportunity to teach a classroom of students, and I will have to aim to their individual needs to determine an answer for these questions. 

Reflect

In this past session, we reviewed mental arithmetic and number sense and numeration. We discussed in detail about integers and exponents, and the use of manipulatives. Some strategies can you use to make sure your students do not become dependent on manipulatives are to have the student preform the equation/question in multiple ways; with and without the manipulatives, to ensure the students complete understanding of what is being taught. Specific to how to ensure students development and conceptual understanding of integers and exponents, I would use various manipulatives such as blocks, or anything the student could visually count with, and allow them to see that 5 / 2 is different then 5 x 5. What could also work is allow the students to draw out the problem themselves and then to group 5 sets of 5 to 5 times 2 and compare the differences!

That's all for now! Until next time bloggers!

. 

Blog Post 4: EDBE 8P29 (October 7th, 2016)

Good Day Bloggers!

Objective: 

For this week, it is my objective for this blog post to present my responses to questions, ideas and information presented this week in the course EDBE 8P29 at Brock University!

Class Activities (Teachers in Training): 

This week in class, we began with an online dice game, used as a method for young students to learn about place value. The general gist of this game were to draw four boxes on a piece of paper, with the digits aiming to as close to ONE as possible. For example: 0.4567 or 0.5476 (which number is close to one?) We were taught that this game could be very motivating and encouraging for students, as it was fun four our class. I found this to be a great introduction to the class, as it got the class attentive and eager to learn about how to teach the order of decimals. Next, we learned about understanding about the function of the denominator. We used images like pizza and cake slices, and we were taught that we could use blocks in order to teach fractions.

                                                         Manipulatives For Place Value




After this, we began with the three presentations of the week.

Following this, reviewed number sense and numeration. We reviewed the grade 4 and 5 standards as an example: in grade four, students are expected to count forwards and backwards by (0.1 and fractional amounts up to 1/10) and in grade five (1/100). We next discussed a grade six lesson. Following this, and to conclude the class, we were engaging ourselves in a Tarsia puzzle, which I personally had a great time doing because it was challenging. It was a great way to practice mental math with fractions, as the purpose of this game for students is to challenge their fraction sense at a fast pace.

Reflection: 

I thoroughly enjoyed this lesson, as it challenged us as teacher candidates and the lessons we learned about how to teach students. I could definitely see myself in the future using the Dice and Tarsia games in my own classroom should I have the opportunity to teach elementary level mathematics.

Blog Post 3: EDBE 8P29 (September 30th, 2016)

Good Day Bloggers!

Personal/Class Objectives: 

For this week, it is my objective for this blog post to present my responses to questions, ideas and information presented this week in the course EDBE 8P29 at Brock University!

This week in class, we were reconnecting with number sense and operation. The first order of operations (yes that was a pun) was to connect ideas for whole number operations; resources for mathematical processes meaning and procedural fluency for whole number operations.

                                                         Number Sense

Class Assessment: 

In class, our first task was to come up with simple mathematical equations that equated to the number 1-20 by using four numbers and whatever mathematical equations we could come up with. Using as many formulas we could think of, we were tasked to come up with 20 different means of concluding with numbers 1-20. One of the basic examples was 5+5+5+5 for 20.

Our second task was to solve five questions as a class, presented to us on the projector. These questions were given with a twist (for example how do you divide zero by six), where the answer cannot be calculated, as you cannot divide zero things into six groups). The purpose of these questions (I believe) were to show us that even as teacher candidates we may not even be aware of the simplest number sense questions, and to get us thinking about educating number sense into our own classrooms. We were first addressed these questions in groups, then asked to solve these questions in pairs.

Presentations: 

The third tasking was given to the presenters of the week to present their ten minute presentations to the class about various portions of the Grades 1-8 Ontario Math Curriculum. The three chosen presenters were very informative about the use of number sense and operation, providing many examples to illustrate how to teach this portion of the math curriculum to students at the elementary level.

Review and Reflection: 

Reviewing the contents of the lesson this week structures my professional ongoing self-reflection by providing me with ideas to generate into my own classroom setting when I myself am a teacher. This lesson provides an example of structure that could be beneficial in my future classroom; it has an enticing first task to keep students 'bought in' to number sense and operation lessons, a stimulant second task to unite the classroom by exploring various number sense questions, as well as a third task to provide the students with the ability to reflect and teach their peers about the topic.

Blog Post 2: EDBE 8P29 (September 23rd, 2016)

Good Day Fellow Bloggers! 

In this week's blog, we will be exploring mathematics in education in an attempt to answer many questions teachers may have in regards to teaching mathematics! This blog is duo-purposed: to both reflect on common questions in mathematics for educators, and to report my own personal focus in mathematics curriculum in the next few weeks as well as draw connections between the readings. 

Before I begin my reflection on various questions about mathematics in the educational setting, I believe that it is important to reflect my own experiences of this week - that being in my first practicum, specifically in my grade eight mathematics class. This experience was a very insightful experience for me, as before this, I have never participated in a math class in any other position than through the eyes of a student. During the class taught by my advisory teacher, I was able to learn various teaching methods specific to mathematics for this age group, and I had a great time learning from the students. With this experience, I am able to provide some answer to the questions many educators have about mathematics.

Is There a Negative Opinion About Mathematics? 

Unfortunately, I feel as though there is indeed a negative opinion of mathematics for both students and teachers alike. Many are students are intimidated by the subject and they feel uncertain about what appears to be a different language. As a result, when these students become teachers, most of them are still attempting to find some common ground of understanding, but feel intimidated by a subject that most feel they are not proficient in. However, I believe this negative opinion is in a transformation mode, as students are beginning to be taught how to organize their ideas, reason with them, as well as understand mathematical processes regardless of the question instead of simply memorizing as has been the norm in the past. As such, while there is still a negative opinion of mathematics, student and teacher opinion alike has been growing more confident in these last few years with the use of alternative methods to educate and learn.

- Small, M. (2013) 3 rd Edition. Making Math Meaningful to Canadian Students, K-8. 3 rd Edition, Toronto, Nelson. 

Garelick, Barry. (January 30, 2012). [Online image]. Retrieved from
http://www.educationnews.org/wp-content/uploads/2012/01/math_education.jpg

How Do You Feel about Mathematics?

While I enjoy mathematics, sometimes I can find the subject a bit intimidating. Math is a subject of wonder; there are so many different formulas, expressions, and ideas which create another language. Some people might describe themselves as terrible at math, while others might say that they believe they are rather proficient at it. I believe I fall somewhere in the middle of that spectrum. With saying, I feel fairly comfortable in many mathematical practices, although there is much more I require to learn about the subject. 

What Makes a Good Mathematics Student/ What Makes an Excellent Mathematics Teacher?

I believe these two questions to be (to a degree) interrelated, in that being a great student/teacher of mathematics does not simply require you to be proficient at memorization, it requires a much deeper understanding of the subject. Our math education textbook in chapters two and three really underline the necessity of truly understanding the subject to be excelling mathematic students and teachers alike. Chapter two describes mathematical processes that should be developed no matter what content is being taught (such as problem solving, communication, and reasoning). Chapter three describes the various assessments teachers should use for their students; stating that the type of assessment used should reflect the purpose for gathering the data. The relation between the two chapters (in extension the similarity between proficient teacher's/ student's) is that assessment comes in all forms, but that the methods used stay the same. The knowledge of this makes both a good mathematics student and teacher. 

What Strategies Will I Use To Teach Mathematics in a J/I Classroom?

In the J/I classroom specifically, the strategies I intend to use include: allowing students to have fun, participate in interactive activities that promote learning through full-class participation quiz's that allow  students to work in groups to determine an answer in a jeopardy-like setting, but also ensuring understanding of the subject through student-friendly means. I also would like to incorporate some traditional strategies such as individual homework sheets, but allow an interactive period for students to learn from one another, developing a sense of 'everyone can be proficient at a subject', to motivate students across learning boundaries. 

http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pd

What I hope to learn from this course is to be able to assist fellow teachers and students in  accomplishing the complexities of mathematics by creating a more stimulative learning atmosphere within the curriculum. I for one have learned at astonishing rates when I was actually have fun with the lesson. Even if the subject was not my forte, it can be taught in an engaging manner. With several well-placed teaching strategies, the students of today's mathematics curriculum can overcome the difficulties previous generations have had in this field. 

Introduction to MATH in the Practice of Education!

Good Day Bloggers!

   My name is Jacob, and I am Teacher Candidate at Brock University. I am a relatively new blogger looking to enhance my skills in the technological region for the purpose of enriching the student education of this generation! I believe that virtual tools such as blogging can be essential to learning success in the classroom today as many students are much more prone to learning using visual aids. However, simply inputing technology into the student environment is not enough; the integration of technology into the previously traditional curriculum is necessary for students to find a continuous amount of successes. Lessons that can be virtually analyzed by students (perhaps in the form of gamification) could change overall class input; thus making the educational space a stimulating experience that students can enjoy. 



The Purpose(s)!
   
   This blog has a multi-purposed agenda. First, it is a tool that can be used to enhance understanding in the students of today, while simultaneously allowing to interact on a professional level with fellow education peers and professors. Second, it allows me to engage in technological thinking; drawing on creativity and expression to articulate educational views. While this is a new concept for me, I am hoping that it will be both beneficial to me, as well as to my future students. 



My Aspirations for EDBE 8P29!

   Positive student engagement is critical for any course, especially in Mathematics. As many studies show that students are often discouraged by math, it is important for teacher to use various ways to plan, teach and assess student understanding in a way that creates positive experiences for future students. This is my true aspiration for EDBE 8P29. I wish to learn different methods of teaching mathematics that truly engages students, to promote positive views of mathematics, and encourages success beyond the classroom setting. For that, I aspire to relieve students from simply learning mathematical knowledge and allow for elaboration and 'true learning' rather than simple memorization of fact. Specifically for EDBE 8P29, I wish to learn a wide array of mathematical learning and assessing ideas specific to J/I student's. I also wish to learn more about myself as a mathematics learner, as I believe that great teachers cannot aspire to teach students with success without learning about themselves as learners. 


Embrace Change to Curriculum!