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Student centered teaching philosophy
Student centered teaching philosophy
Student-centered learning
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When I enrolled into Math for Elementary Teachers I knew for sure that is was going to be an easy class, but was I wrong. Elementary math has changed a lot since I was in elementary school, which was a complete shock to me. I was taught the procedural way, or as I like to call “lazy way,” and now students are being taught the conceptual way. I never heard of the conceptual way of teaching until taking this course, but I have to say I like this way a lot better than the procedural way. In the beginning I was scared about teaching elementary math because I thought I would never understand math the way students do now. After weeks of learning the conceptual way, I have to say I am finally understanding and I more confident about teaching elementary math.
When I was in elementary school, I was taught standard algorithms and the answer just was because that was the way to do it. I always thought there was just one way to add, subtract, multiply, etc., but that is not the case at all. I did not know this going into this class because I was completely caught off guard with all the manipulatives students do now. Multiplication was not my favorite in elementary school because I would always get confused and learning the ways students do now confused me even more. I had never heard of the lattice method or used manipulatives to solve multiplication like students do now. I think it is great because if I were given these options maybe I could have done better. Learning all the conceptual ways made me nervous about teaching elementary math because I thought I was never going to understand it. I was and still do get frustrated at times with teaching elementary math, but I believe it is much better than it was a couple months ago.
The way I f...
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...one because it helps the students focus on one lesson at a time and it helps you as the teacher not feel so rushed.
In conclusion, this class was stressful for me, but I am glad I was a part of it. In the beginning I was very nervous that I would never understand the way elementary math is now taught, but after weeks of learning more about it I feel much better. I would like to voice my opinion to the president of William Penn because I believe that this class needs to be two semesters long instead of one. I am not saying that I am the smartest person, but I am an “A” student and this class has been by far the hardest I have had to take out of five college semesters. Since the common core continues to change, it important as future teachers that we know everything there is to know about the curriculum because if we cannot teach it, what good are we as teachers.
very entertaining and engaging. I believe that what Boaler spoke of in this book is exactly what I believe math should look like. A classroom where students are able to think critically about mathematical methods. A classroom where students can talk to their classmates about strategies to figure out a problem. An interactive classroom that contains projects to help the students grow and develop their problem-solving skills. I like how Boaler provides us with her research and explain the numbers of how successful the reform way of teaching is compare to the traditional way. At the end of the day it’s about what I students can take out of the lesson that will make the
I visited Mrs. Cable’s kindergarten classroom at Conewago elementary school one afternoon and observed a math lesson. Mrs. Cable had an attention-grabbing lesson and did many great things in the thirty minutes I observed her. I have my own personal preferences, just like every teacher, and I do have a few things I would do differently. There are also many ways this observation can be related to the material discussed in First Year Seminar.
Van de Walle, J., , F., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics, teaching developmentally. (Seventh ed.). New York, NY: Allyn & Bacon.
Conceptual Vs. Procedural Knowledge - Teaching Math Literacy. " Teaching Math Literacy -. N.p., n.d. Web. The Web.
Wu, Y. (2008). Experimental Study on Effect of Different Mathematical Teaching Methodologies on Students’ Performance. Journal of Mathematics Studies. Vol 1(1) 164-171.
1. Identify your beliefs: State what beliefs you hold about teaching and learning mathematics for each of the following:
Using literacy strategies in the mathematics classroom leads to successful students. “The National Council of Teachers of Mathematics (NCTM, 1989) define mathematical literacy as an “individual's ability to explore, to conjecture, and to reason logically, as well as to use a variety of mathematical methods effectively to solve problems." Exploring, making conjectures, and being able to reason logically, all stem from the early roots of literacy. Authors Matthews and Rainer (2001) discusses how teachers have questioned the system of incorporating literacy with mathematics in the last couple of years. It started from the need to develop a specific framework, which combines both literacy and mathematics together. Research was conducted through
Entering formal education in 1991 I was taught by means of the revised version of
My learning experience throughout grade school was cast in the Traditional method, employing rote, reward-and-punishment, and repetition, repetition, repetition. It was a one-size-fits-all approach, intended to instill good behavior as much as to instruct in the rudiments of reading, writing and arithmetic. We were not encouraged to participate in the process, unless, of course, we raised our hands, and were called upon to do so, and we were not to talk out of turn. We were to be passive and receptive. This was the “right” way to learn. It is a testimony to the great, unstoppable capacity of the brain to grow that many of us learned anything at all under those circumstances.
Kirova, A., & Bhargava, A. (2002). Learning to guide preschool children's mathematical understanding: A teacher's professional growth. 4 (1), Retrieved from http://ecrp.uiuc.edu/v4n1/kirova.html
...S. and Stepelman, J. (2010). Teaching Secondary Mathematics: Techniques and Enrichment Units. 8th Ed. Merrill Prentice Hall. Upper Saddle River, NJ.
As with every academic subject, there are a variety of strategies for teaching mathematics to school-aged students. Some strategies seem to be better than others, especially when tackling certain topics. There is the direct instruction approach where students are given the exact tools and formulas they need to solve a problem, sometimes without a clear explanation as to why. The student is told to do certain steps in a certain order and in turn expects to do them as such at all times. This leaves little room for solving varying types of problems. It can also lead to misconceptions and students may not gain the full understanding that their teachers want them to have. So how can mathematics teachers get their students to better understand the concepts that are being taught?
As I reflect on my experiences observing in three different classrooms over the last three months, I cannot express how much I have learned by being in the classroom. I began the Master of Science in Education last fall and previous to the practicum experience I had taken 8 classes. I read books, listened to the experiences of my classmates and instructors, reflected on my own education, and tried to imagine how this information was going to prepare me to face a classroom of elementary school students. While I learned theories and skills that should be known by any educator, these classes could not teach me what I most desired to know: what tangible steps could I take to correctly implement all of the correct ways of teaching.
There was a significant amount of knowledge given in this course, involving concepts that in our teaching career will be extremely important. From this course I have gained a significant amount of learning experiences. I had the pleasure learning about how the educational system has come to be what it is today and who were the important people in the creation of the public education, like Horace Mann. Watching the videos and reading the chapters required has opened my eyes more of how a teacher should respond to different situations involving a student, For example when we read the chapter on the laws that revolve around the educators and the students. I had absolutely no clue that students had rights while in school property. Another learning
Throughout out this semester, I’ve had the opportunity to gain a better understanding when it comes to teaching Mathematics in the classroom. During the course of this semester, EDEL 440 has showed my classmates and myself the appropriate ways mathematics can be taught in an elementary classroom and how the students in the classroom may retrieve the information. During my years of school, mathematics has been my favorite subject. Over the years, math has challenged me on so many different levels. Having the opportunity to see the appropriate ways math should be taught in an Elementary classroom has giving me a