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Chapter 1: How Students Learn Math and What Math We Want Them to Learn!

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Reflection Questions:!
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#3. Describe a mathematics topic that you really understand and one that you are
uncomfortable with.!

Comfortable: !
Using money in real life contexts. (number sense and numeration)!
I know that I understand because I use interactions daily with money and must develop a
personal budget, manage my accounts and function in society using money. I know what tools
can help me if I have a problem like using my calculator, estimating and developing tables to
help organize my budget using computer/app programs.!

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Uncomfortable: !
Measurement !
I know because I require the use of formulas to complete conversions and depending on the
numerical conversions that I am completing I am unable to visualize the comparison. If an
answer was incorrect, I would be unable to detect in many cases that the conversion was wrong
unless I was to solve the problem myself using a formula. I do not have a clear vision of all
types of measurement. As a runner I am familiar with converting miles to kilometers however I
still have to do the conversion. It doesnt appear naturally as something I understand until the
conversion is done through computation. 1 mile = 1.6 km Now, ask me to put that in a fraction!
. Eeeeek! another area of math that makes me uncomfortable!!

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#4. Which of the perspectives on mathematics described in this chapter is closest to


what you believe? Why?!

Half of my brain has a constructivist point of view and the other half knows that I am not
developed enough in my own mathematical thinking to be a purist in this way of approaching
math. Following a hierarchy of concepts and skills has been embedded in my approach to
teaching since beginning and through reflection and ongoing learning I would like to think that I
am using a constructivist approach with a hierarchy of math learning. The more comfortable I
seem to get with my own understanding of math and being able to discover it through learning
the more I can encourage my students to take chances, explore and search for deeper meaning
within the mathematical context. !

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#10. Student Interaction with math:!
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#11. How have changes in approach to mathematics in the last 10-15 years have made it
easer (or harder) than expected to teach mathematics?!

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New teacher:!
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I think discovery learning is like putting the cart in front of the horse. Makes it more difficult.!
Harder for many reasons. Huge range of abilities in the same class makes planning
problematic.!
But I do like the idea of connecting big ideas to REAL LIFE.!
I think that there is a place for rote learning in the early years. Kids are coming into
intermediate without the skills they need or the willingness to learn them.!
Teach them the basics when they are still sponges.!
So much unproductive discovery. You have to have some success to want to carry on. in
regards to why students lose the want to do math.!

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Experienced teacher:!
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When I first started teaching math, I truly had no clue about what I was doing. In
university we only had to take one or two math courses. Today I feel more confident as
a math teacher for my grade level. The change came from district PD on teaching
numeracy. My K team went to a book study on Teaching with Math Stations by Debbie
Diller. Then a math mentor came and worked with us in our classrooms. That was huge
as we became excited about teaching the early concepts. We learned to be purposeful
about teaching the curriculum outcomes and to practice, practice. The district also has
math screeners that we give 3 times a year to track student progress. Interventions are
based on screener results. In the early years we model, model, hands on practice with
manipulatives and then independent practice, practice. !

We have come along way in a few years. And have so much more to learn!

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