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