Dawn Topasna

PD894 Assumption Paper 1

How has the teaching of elementary mathematics been changing in
recent years? What was once traditional teaching where the focus was on
computation has now changed to application of concepts and connecting it
to real-world situations. Expectations of student computation were limited
with what students could do to represent their level of understanding. A lot
of NOs; no fingers, no calculator, no playing, no other way, but my way. As a
result of either my way or the highway revealed low student
achievement scores.

And after analyzing student data over the years,

standards-based teaching and grading is now the educational systems way

of building up on what students know, not so much on just computation of
lectures and workbooks or worksheets.
Teachers are now planning using the Universal Design for Learning
components by providing multiple means of representation, action and
expression, and engagement. Elementary teachers are looking deeper into
their planning and providing multiple levels of student activities.

By

providing multiple means of representation, there are options for student

perception, options for language, mathematical expressions, and symbols,
and options for comprehension. Multiple means of actions and expression
planning

provide

for

options

of

physical

action,

expression

and

communication, and options to be SMART. Multiple means of engagement

provide options for interest, sustaining effort and persistence, and selfregulation.
In your answer be sure to explain how your professional growth has changed.
In your answer be sure to explain how your professional growth has
changed.
My personal planning using the Universal Design for Leaning added
to my professional growth.

Ive realized that teaching is different from

learning what youre teaching.

For example, when Direct Instruction

DISTAR and Connecting Math Concepts was implemented by the department,

I was just teaching from the book. Since the implementation of the Common
Core State Standards, Ive learned to study the standards and provide
multiple means of representation for student perception. Im able to provide
what children need to see. For example, I present and show information by
adjusting pictures, colors, text, font size, and physical objects. Im also able
to provide students what they need to hear. For example, listening to audio
from songs, books, movie clips, and dramatic voice sound effects.
Ive also provided options for language, mathematical expressions,
and symbols by using pre-requisite vocabulary talk for students to hear,
then define, allowed for digital media, such as powerpoint, e-books,
calculator, and allowed for flexible and easy access for students to easily
refer and relate to for information, such as number bonds, rekenrek, abacas,
flash cards, pictures, graphic organizers, and charts.

Lastly, I was able to change how I allow for student comprehension,

such as stimulating student background knowledge through whole, small and
partner groups, emphasizing key ideas through homework and study sheets,
prompting and guiding students thinking process through the power of
play, scaffolding information, providing opportunities for student debrief
and review. Student perception is what students need to learn.
After figuring out what needs to be learned, we move into the how
and why of student learning. I have provided children with different ways
to show what theyve learned through physical activity, even as small as
using their fine motor skills with writing tools, dancing, singing, role play,
cheers, chants, and exercise, as well as options to be SMART by having
teachers and students set goals, rate their level of understanding and
monitor their progress.
Now that we know what needs to be learned, how learning will be
taught and represented, lastly is why children need to learn.

I have

connected my planning and activities to why students need to learn this

stuff. Children are naturally inquisitive. Ive provided ways for children to
talk about and show what interests them by offering choice of tools, such as
learning centers, adjust levels of expectations, and give choice of rewards by
offering verbal and tangible feedback.
In conclusion, I feel I have developed a deeper understanding with this
school years teaching and based on student outcomes, make better

instructional decisions. The rigor Common Core State Standards provides is

unmatched to the traditional ways of how math was once taught.
Mathematics in elementary, is providing the foundational concrete skills so
students leave the classroom using those set of skills.