GREATEST HOPES AND FEARS

I enjoyed at the same time learned that we are the ones responsible for students future.We should give our best for the bright future of students. I hope that i will become their role model and leave them with sweet memories. AS i did my studies overseas, so I am totally new to BC education system. I am worried about if i would be able to adjust with this new system.

BATTLE GROUND SCHOOLS: MATHEMATICS EDUCATION

This article describes about the ongoing battle between the conservatists and progressivists about mathematics education in North America since 1900. Conservatists think it should be taught as absorbing and applying the ideas whereas progressivists think that mathematics should be taught through inquiry so that it should make sense or they can relate with real world. Many battles took place between the conservatists and progressivists in order to improve the mathematics education. These can be grouped as-1) Progressivist Reform (1910- 1940), 2) the New Math Reform (1960) and 3) Math Wars on NCTM standards. John Dewey one of the progressivist, emphasized on mathematics learning through activity and inquiry. According to him, students should have active participation in order to have better understanding of the concepts. His ideas were accepted by the progressive teachers and got implemented in some classes, whereas the rest of the classes still followed the traditional lecture – homework method. The “new math” movement is the result that came into existence, after America realized that they are lagging behind USSR in technology. They promptly involved university mathematicians to improve mathematics education curriculum. By this time, there was a democratic view that each student has a potential to learn math and become a future scientist. In the late 1980’s, NCTM came into existence. NCTM developed its own standards to improve the mathematics curriculum. Initially, both government and teachers accepted these standards. But later on the debate started again. NCTM standards emphasized on relational learning, problem solving skills and on the use of new technology for better understanding. But still there are many mathematics researchers who are speaking on the conservatists side.
REFLECTION: This article informed me about the difference of opinions towards mathematics education. It reflects the idea of relational understanding verses instrumental understanding. What I believe is that a new concept should always be developed by inquiry, exploring and relating it with real world. Once the student understands the concept then traditional method can be used gain fluency in solving the problems.

5 BURNING QUESTIONS

BURNING QUESTION FOR TEACHERS:-

1) How do you assess your students?
2) What kind of new ideas you use in your class?
3) what are you views on incorporating relational understanding to clear the basic concepts with that of instrumental understanding based on memorization?
4) How do you make your teaching interesting for students who do not like mathematics?
5) What do you do to draw attention or engage your class when students do not seem to be interested?

BURNING QUESTIONS FOR STUDENTS:-

1) Do you find mathematics interesting or are you scared of mathematics? Why?
2) Are you interested in knowing how formulas are derived which you are using to solve formula?
3) Do you like your math teachers or not? Why?
4) Do you think maths is useful for you in your daily life? Why ?
5) What change you will like do in math?

MEMORIES

Dear Ms.X,

I was one of your students in grade 12. I never payed attention in your class. I found your class so boring. Just the routine problem solving each and every day without any purpose. During my whole year i just could not figure out the use of calculus / algebra. If i would have been able to relate it with a purpose then i might have been a different person than what am i now.

MEMORIES

Dear Ms.X,

When I was showing my old pictures to my nephew, i found one of my grade 11 picture and remembered you as my one of the most favorite teacher in the school. I did liked your way of teaching math by relating it with the real world. I still remember the concepts. Because of your efforts to clear the concepts i dare to do masters in mathematics. You would be surprised to know that I have chosen teaching as my career and will certainly use your ideas to teach the students. so that they will like the mathematics like me.
Thank you very much for all your efforts.

TEACHING AND LEARNING MATHEMATICS ( BY: NAMRAT, MARIA, PARAMJEET )

TEACHING AND LEARNING MATHEMATICS

It is well known that good teachers love the subject they are teaching. On the other hand, if you as the teacher feel negative towards mathematics, it may show up when you are teaching your students and can affect them similarly. Little children usually like numbers and math - yet many kids in schools develop 'math anxiety or phobia' or end up disliking math. A major factor in that is the way math is taught and the way the teachers feel about math.
We have been to a Senior Secondary School, and asked several questions to both math’s teachers and students. The results were not that surprising. After interviewing several students, we found that most of them do not like mathematics and find it boring. By analyzing different students, we realized that they want to be taught by instrumental way. However, they want to understand purpose of math they are studying. They could not relate the purpose of learning math other than measuring, estimating the bills. Even when they are asked that what they want to change in curriculum, their answer was that want math which can be used in daily life. Therefore, the students might get more motivated if she/he knows where all maths is needed. So many times kids question the needfulness of things they study. Emphasizing and pointing out the everyday applications of math may help them. Even when they are asked that what they want to change in curriculum, their answer was that want math which can be used in daily life.
Also, students prefer hands on learning rather than lecture method. They like teachers who involve activities in their lessons. One student said that she wants math more hands on which means that they want more activity oriented curriculum. Thus, by including different activities in class we can motivate students.
We had a chance to interview and observe secondary mathematics teacher in a class. Students were taking interest and paying attention to what they were taught. We talked about her teaching strategies. She told us that one very important factor in motivating students to study math is that you yourself, as the teacher, stay positive about math - if possible, enthusiastic! .
Secondly, we need to get the student involved! One of the reasons for math anxiety is the way math is often taught as "There is only ONE way to do this, and you need to do learn it and do it right." Math is presented as 'given from above'. Students can be much more motivated if they are asked open questions, involved in the development of concepts, given very open-ended exercises. Granted, this kind of teaching style may require a lot of planning from the teacher, probably a good understanding in math, and good materials.
Thirdly, the teacher should not put a wrong answer down. Instead, say, "Please can you explain how you came up with that?" In a classroom, a teacher can ask, "Did someone else get the same result as you? OK. Did somebody get a different result? OK, we have two (or three) different answers here. Let's figure them out." Wrong answers are valuable. You get insight into student's thinking and where he went wrong, and what needs a rethought. Students and kids need to be treated as humans and not feel put down or stupid for their answers.
Last but not least, take the emphasis off from tests. Tests are a part of school but they don't need to be the ultimate goal. She told us that, she returns the quizzes back to students and ask them to do the corrections. The goal is to learn math so the child can use it in her life.

IT’S THE ATTITUDE NOT THE APTITUDE THAT DECIDE THE ALTITUDE OF YOUR SUCCESS.

PEER REFLECTION

I thank all my peers for their valuable feedback. Everybody appreciated my lesson delivery. From the feedback I recognized that one of my strengths is being patient and polite. Also, good at time management and within the time frame have been able to attain the learning objectives.

SELF REFLECTION

I enjoyed while doing a micro teaching lesson. Also, learned new teaching techniques from the peers. In my lesson have engaged everyone to tie a tie. We should come prepared before presenting the lesson in class. I managed to complete the lesson in the given time frame as per my lesson plan. All the student teachers actively participated and learned with great enthusiasm.

LESSON PLAN

LESSON PLAN #1

TOPIC: How to tie a tie?

TIME: 10 MIN

	WHAT	HOW LONG	MATERIALS
BRIDGE	Have they seen their parents wear a tie? Students will be asked had they ever wore a tie while going to a party?	1min	6 TIES
LEARNING OBJECTIVES	Students will be able to tie a tie.
TEACHING OBJECTIVES	Students will learn to tie a tie.
PRE TEST	Do you know how to tie a tie? Have you ever tried to wear a tie?	1min
PARTICIPATORY LEARNING	Students will be asked to follow the procedure while explaining	3min
POST TEST	Students will be asked in pairs to tie a tie on each other.	4min
SUMMARY	Short recap will be done on the procedure.	1min

REFLECTION ON DAVE HEWITT'S LEARNING METHOD

Each problem a student faces with mathematics can be viewed either as the student’s problem with mathematics or as a teacher’s challenge with ways to approach that piece of mathematics. Of course, it is always a mix of both but sometimes the student’s problem is not necessarily concerned with the difficulty of mathematics and sometimes an alternative approach can allow what appeared to be difficult become more intuitive and obvious. I liked Mr. Hewitt’s approach of gaining attention towards himself, by engaging the whole class with the sound produced by the stick. Students were giving responses to his queries with great enthusiasm. I would definitely apply his technique of developing the idea of Algebra from Numbers. This method will develop thinking skills in students.

INSPIRATION TO BECOME A MATH'S TEACHER

Before I met my grade8 Math’s teacher, I didn’t like math very much. Grade8 math’s teacher had totally changed my view point towards math. She used to come with new games related to the topic. Unfortunately, I need to move in the midterm, so didn’t learn much from her. But, at that time decided to become a math’s teacher and help student to make mathematics friendly.

RELATIONAL UNDERSTANDING AND INSTRUMENTAL UNDERSTANDING

PARAMJEET said...
RELATIONAL UNDERSTANDING AND INSTRUMENTAL UNDERSTANDING
We can know something, or we can know and understand it. Understanding is much more complex than knowing. We can look at understanding from two perspectives- instrumental and relational. Both of which fulfill particular functions in our lives.
Instrumental understanding is isolated, fragile and disempowering. It is usually very tentative and difficult to act upon with any degree of confidence. It can be a rule without reason; a piece of rote memorization and can lead to the most amazing misconceptions. Sometimes, however, we need instrumental understanding just to "get by".
Relational Understanding is robust, connected, rich and full of interconnecting ideas. When we have relational understanding we are empowered and have confidence in our thinking. Relational understanding can occur between pieces of conceptual knowledge, between pieces of conceptual knowledge and procedural knowledge and between pieces of procedural knowledge.
At the end, a relational learner not only, generates confidence in finding new ways of getting there but also, enjoys doing mathematics for its own sake. As teachers, we should want to develop in our students the desire to have a relational understanding of those things that are important in our world Wouldn't it be great if we had a relational understanding of everything?

September 13, 2010 6:18 PM