Eunhee Kim

Domain A: Knowledge

In math class, learning sequence that moves from the concrete

to the symbolic is often demonstrated. Especially in Algebra, students
start

with

numerical

representations

that

show

each

property,

definition or procedure and move on to symbolic representations using

unknown variables. For example, when students are learning the
commutative property of addition, which is one of the properties of real
number, I would start with numerical example as follow: 2+3=3+2,
because students already have a concrete understanding in addition of
real numbers and know that the order numbers being added does not
matter. After casually talking about the property of addition, I will move
on to algebraic representation: a+b=b+a where a and b are real
numbers. Furthermore, since mathematics is about precision and
concision, I also talk about why algebraic representation is with only
two variables. Students use the commutative property repeatedly to
prove a+b+c=c+b+a and come to a realization that the algebraic
representation with two variable to sufficient to represent the
commutative property of addition.
I teach 8th grade Integrated Algebra class. When we study the
graphic representation of different functions; linear, quadratic, one of

assignment was to study table values and find difference of y-values of

two consecutive x-values until you get a constant value. Students have
a discussion about why linear functions have a constant 2 nd difference
while quadratic have a constant 3 rd difference. We also predict when
would exponential functions have a constant difference. Although this
was not part of common core curriculum, I think this was a fun exercise
to do and an interesting topic to have a discussion about.
Another topic that I assign class to do was about conversion
among different number system. Our number system is based on 10digit (0,1,2,3,4,5,6,7,8,9). Computer programmers often deal with dual
digit system (0,1) to represent a number. This was not for every
student. I made a group of students who are not challenged by the
materials that are covered with the whole class and ask them to think
about the octal number system. Starting with the fact that the
characters from the Simpsons have only 8 fingers, and the assumption
that they have develop 8-digit number system (octal). Although I was
informed through the online research that the Simpsons actually use
10-digit

number

system,

our

conversation

about

octal

system

continued and students were actually got interested and engaged in

different number system. We also talked about 5-digit number system
as well not because I brought it up but was because students became
curious about the existence of other number systems and started to
talk about how other number system would work. I think this was a fun

activity as well but this does not line up with any of common core
standard, which I find unfortunate.
This knowledge that I used in classroom was constructed
throughout the program in Hunter. Differentiation skills that have
discussed in educational courses have helped me to come up with an
activity that would engage all students at their appropriate level, which
is tricky when it comes to real-life practice but that is when the
fieldworks come The experiences during fieldwork has helped me to
develop some kind of idea in terms of what to do in real-life classroom
setting.