The article entitled "Polygon Properties: What is Possible?" found in the Teaching Children Mathematics May, 2010 issue, is written by Paulette R. Rodrigue and Rebecca R. Robichaux. The article discusses the relatively simple idea of sorting shapes and solving riddles in the classroom with young children. The authors promotes that these specific activities can be used to help promote the advancement of geometric thinking in younger children. The authors also do an excellent job of connecting these activities and the overall process to nctm standards such as mathematical communication and cooperative learning.
I found this article particularly interesting because it related directly to an issue discussed in our reflections and evaluations of the curriculum plan presentations. On the evaluation sheets we were asked which content areas we see getting the least attention, and I specifically mentioned Geometry. I said then, and will say now, that I believe this is due in large part to the fact that many educators see the concepts in Geometry as something that cannot be taught any earlier than the middle school level. That is simply not the case, they just need to be taught in a different way. By providing activities such as those listed in this journal article (solving riddles and sorting simple shapes and patterns) we can provide young students with the basis for Geometry, while peaking their interest in a content area that would otherwise not be addressed.
Sunday, May 2, 2010
Wednesday, April 28, 2010
Manipulative Blog
Upon completion of our in class blog work, I was immediately struck with a few lasting thoughts and ideas. First off, I understood completely why we were asked to complete this rather basic investigation so late in the semester. Because, manipulatives and their use are such an important part of creating a successful math learning environment. They can help make math both fun and easier to understand for students, therefore, it is very important that we as future educators understand how to truly utilize them in a classroom. This is why we have waited until the end of the semester, as we are now much more knowledgeable on the content and process standards, etc.
To discuss the actual manipulatives, as I mentioned in class, the two that I were most struck with, were the unifix cubes and the pattern blocks. As Dr. Grant has mentioned before and mentioned multiple times on Tuesday, pattern blocks are essentially the universal manipulative. Meaning, they can be used to teach multiple concepts and grade levels. They are a very basic and effective teaching tool, and I would be sure that I had them in my classroom.
The other manipulative that I was particularly impressed with was the unifix cubes. I can relate back and remember using them in middle school classrooms in my own early education, and they seemed to make a difference. They allow students to explore a wide array of concepts (not quite as wide as the pattern blocks), such as percentages, surface area, ratios, etc. They are simple and soft (meaning students cannot get hurt/hurt other using them) and students can have fun using them.
To discuss the actual manipulatives, as I mentioned in class, the two that I were most struck with, were the unifix cubes and the pattern blocks. As Dr. Grant has mentioned before and mentioned multiple times on Tuesday, pattern blocks are essentially the universal manipulative. Meaning, they can be used to teach multiple concepts and grade levels. They are a very basic and effective teaching tool, and I would be sure that I had them in my classroom.
The other manipulative that I was particularly impressed with was the unifix cubes. I can relate back and remember using them in middle school classrooms in my own early education, and they seemed to make a difference. They allow students to explore a wide array of concepts (not quite as wide as the pattern blocks), such as percentages, surface area, ratios, etc. They are simple and soft (meaning students cannot get hurt/hurt other using them) and students can have fun using them.
Tuesday, April 27, 2010
Technology Blog
As we all are well aware, technology was a very integral and continuous aspect of this course and the work involved. From day one, we were asked to complete simply technology tasks such as signing in on the smart board (the only time I have ever done that in a class), and setting up and maintaining an online blog (much like a personal journal of reflections from the semester). Throughout this blog I will address a few pieces of technology that really stood out to me within this course.
To begin, the smart board. While I had seen smart boards, and even written on them once or twice, before coming to class, I had absolutely no idea of their actual capabilities. We used them to do everything from take and discuss notes as a class, to creating our own interactive manipulatives for student use. We were required to sign in on the smart board each and every day, using new ways to do so, forcing us to explore some of the most basic functions and options the smart board provides. I am very grateful for the opportunity to work with this piece of technology, because, from what I understand, they are being integrated into almost all classrooms throughout the state and country. Meaning, once I am in my own classroom, I will surely need to work with one. So, the basic knowledge that I gained will give me a leg up on learning the more advanced functions later on in my professional life.
Another important piece of technology we used on many occasions was the google docs program. While this was not the only class that I used the program in, this was the first semester in which I used it. This was also the course in which I used the program the most. While it is basic in format, and can be grasped and even mastered in a days time, it is an important piece of technology to understand, as it will be used many times throughout the duration of my education and career. Therefore, I am grateful for the extended opportunities to work with the program.
These are only two pieces of technology used in this course, and if I were to truly discuss all, this blog may never end. This course really was completely centered around technology, and I found that to be nothing but beneficial. We live in an ever expanding technological world, and it is only right that our classes and educational environment does everything possible to keep up. I feel that this class accomplished that and more.
To begin, the smart board. While I had seen smart boards, and even written on them once or twice, before coming to class, I had absolutely no idea of their actual capabilities. We used them to do everything from take and discuss notes as a class, to creating our own interactive manipulatives for student use. We were required to sign in on the smart board each and every day, using new ways to do so, forcing us to explore some of the most basic functions and options the smart board provides. I am very grateful for the opportunity to work with this piece of technology, because, from what I understand, they are being integrated into almost all classrooms throughout the state and country. Meaning, once I am in my own classroom, I will surely need to work with one. So, the basic knowledge that I gained will give me a leg up on learning the more advanced functions later on in my professional life.
Another important piece of technology we used on many occasions was the google docs program. While this was not the only class that I used the program in, this was the first semester in which I used it. This was also the course in which I used the program the most. While it is basic in format, and can be grasped and even mastered in a days time, it is an important piece of technology to understand, as it will be used many times throughout the duration of my education and career. Therefore, I am grateful for the extended opportunities to work with the program.
These are only two pieces of technology used in this course, and if I were to truly discuss all, this blog may never end. This course really was completely centered around technology, and I found that to be nothing but beneficial. We live in an ever expanding technological world, and it is only right that our classes and educational environment does everything possible to keep up. I feel that this class accomplished that and more.
Errors Blog
Going through and revising and reviewing the math errors blog was, in my opinion, the most beneficial activity of the semester. It gave us one of our only opportunities to witness and work with actual student work. By observing the errors that many students committed in the classroom, we were able to see not only where the students went wrong (while observing patterns that could be observed in the classroom), we also learned multiple ways in which to curb these math behaviors and help the students correct their individual errors.
Another large part of the errors process was learning new ways in which to teach students the mathematical concepts that they obviously struggled with. I found this portion to be just as beneficial, as these are strategies and technology resources that I otherwise would not have been aware of. Many students learn in many different ways, and therefore it is important to be able to teach the same concept in various ways to make up for this.
Another large part of the errors process was learning new ways in which to teach students the mathematical concepts that they obviously struggled with. I found this portion to be just as beneficial, as these are strategies and technology resources that I otherwise would not have been aware of. Many students learn in many different ways, and therefore it is important to be able to teach the same concept in various ways to make up for this.
Monday, April 12, 2010
April MTMS Article - Map Scale, Proportion, and Google Earth
The article, "Map Scale, Proportion, and Google Earth", written by Martin C. Roberge and Linda L. Cooper, is rather self explanatory via the title, but still very interesting. It focuses on the idea of using the revolutionary Google Earth software to teach students about the concepts of creating map scales and proportions.
I found this to be a very interesting concept. As we all know, we live in a rather technology driven society, and this is something that we should incorporate into our every day lessons and instruction. It is simple knowledge that if we can play to our students interests (technology being a major interest of many of todays students) then we will be more successful in providing beneficial instruction to said students. Google earth is a very interesting and user friendly software, and by incorporating it into this mathematical instruction, it has been ensured that these students will be given a better opportunity to connect to this particular lesson.
I found this to be a very interesting concept. As we all know, we live in a rather technology driven society, and this is something that we should incorporate into our every day lessons and instruction. It is simple knowledge that if we can play to our students interests (technology being a major interest of many of todays students) then we will be more successful in providing beneficial instruction to said students. Google earth is a very interesting and user friendly software, and by incorporating it into this mathematical instruction, it has been ensured that these students will be given a better opportunity to connect to this particular lesson.
TCM April Article - Supporting Language Learners
The "Supporting Language Learners" article, written by Jo Ann Candy, Thomas E. Hodges, and Clara Lee Brown, discusses the various benefits of incorporating various instructional practices and techniques into mathematical lessons to help support English language learners. The article goes on to discuss the additions to the educational programs that the incorporation of these programs provides, and its ability to ensure the providing of an excellent and equitable program for all.
I personally feel that this is a very important topic, and this is the reason that I chose to focus on it. Many people underestimate the struggles that English language learners face every day in the educational environment. Not only are these students facing set back in a social setting but an academic one as well. On top of making extra efforts to learn the English language, the students must also incorporate the differences in subject instruction from their native language. Mathematics is one subject that is very diverse and taught in many different ways in different countries. This difference in instruction makes it difficult for students to grasp seemingly basic concepts when learning a new language and a new system of instruction.
I personally feel that this is a very important topic, and this is the reason that I chose to focus on it. Many people underestimate the struggles that English language learners face every day in the educational environment. Not only are these students facing set back in a social setting but an academic one as well. On top of making extra efforts to learn the English language, the students must also incorporate the differences in subject instruction from their native language. Mathematics is one subject that is very diverse and taught in many different ways in different countries. This difference in instruction makes it difficult for students to grasp seemingly basic concepts when learning a new language and a new system of instruction.
Wednesday, March 24, 2010
Assessment: Interviews Journal Article
The article, "Using Student Interviews to Guide Classroom Instruction: An Action Research Project" outlines a very unique "action research project". In an action research project, as opposed to traditional research projects, a designated school research staff partakes in various types of research in an effort to change and improve varying aspects of the school and the daily school lives of the students. The overall goal of an action research project is to initiate and guide further change in the structure of the school.
In this particular situation, many teachers from Jefferson Elementary School ranging from kindergarten to fourth grade had noticed that they were struggling in teaching problem solving in the classroom. They found that this concept was not only hard for them to teach, but even harder for the students to learn. The staff realized that the number one hurdle was lack of knowledge as to the individual learning styles and practices of certain students. Therefore, they chose to investigate the following two questions...
"Do student interviews provide teachers with a more detailed, accurate, and complete picture of children's mathematical understanding?"
and
" Does this knowledge help teachers improve the way that they teach mathematics?"
The action research plan unfolded as follows, team members conducted interviews with individual students while the rest of the class partook in extension activities. Two sets of interviews were conducted, one in the fall and one in the spring. The team members then shared the results of their interviews with the rest of the team and the staff and described the possible impact of using the results of these interviews to guide classroom instruction.
In this particular situation, many teachers from Jefferson Elementary School ranging from kindergarten to fourth grade had noticed that they were struggling in teaching problem solving in the classroom. They found that this concept was not only hard for them to teach, but even harder for the students to learn. The staff realized that the number one hurdle was lack of knowledge as to the individual learning styles and practices of certain students. Therefore, they chose to investigate the following two questions...
"Do student interviews provide teachers with a more detailed, accurate, and complete picture of children's mathematical understanding?"
and
" Does this knowledge help teachers improve the way that they teach mathematics?"
The action research plan unfolded as follows, team members conducted interviews with individual students while the rest of the class partook in extension activities. Two sets of interviews were conducted, one in the fall and one in the spring. The team members then shared the results of their interviews with the rest of the team and the staff and described the possible impact of using the results of these interviews to guide classroom instruction.
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