EE 333 Assignment Two Principles of Actions pg. 24-29 In implementing tasks that promote reasoning and problem solving can be a very difficult task for teachers. I remember that as an elementary student I never wanted to do word problems. I did not want to do word problems as I felt that there was only one way or procedure to find the correct answer. Teachers are supposed to do the following: motivate, present mathematical problems that give students opportunities to explore, support distinctive student thinking, allowing exploration to take place, and should encourage students to vary approaches and strategies. As for students they should: persevere in difficult problems, use prior knowledge to make connections, and share their thought process with their peers. As a student, I can honestly say that my mathematics education did not consist of these steps either from the teachers or the students. I can recall my sixth grade and eighth grade math class. We did formulas without exploration. There was one way problems were done. Two weeks ago I was helping my younger brother who is in sixth grade as he worked on a worksheet of proportions. Then he came back the next day and said his teacher had told him he had to stick to the method she had showed him. I didnt like this, as I believe students should learn how to solve mathematical problems using distinctive methods and strategies. His teacher just wanted the class to use the methods she presented to them thus limiting their ability
to make those valuable mathematical connections that yield a deep
conceptual understanding. Principles of Actions says, Tripathi (2008) noted that using these different representations is like examining the concept through a variety of lenses, with each lens providing a different learners perspective that makes the picture (concept) richer and deeper (p.439). Students, especially young learners, also benefit from using physical objects or acting out processes during problem solving (National Research Council 2009). Different representations in mathematics are vital since there are distinctive learners as the Multiple Intelligences Theory by Howard Gardner explains. When students are able to make connections this demonstrates how the students have internalized what they are learning thus benefiting them to move forward making many connections. When observing at Prieto I was able to see and witness how visual representation important in the math classroom without excluding grade levels. The first graders understood the problem and this was shown through the setup of the flower counters. Of course there were students who did not represent the word problem correctly but this is a teachable moment that the teacher should and could use to through dialogue and questions help them see their error. In the lesson from Mr. Harris he allowed the students to use any visual illustration while using questions to guide them to a place where they were questioning their process hence leading to connections.
Mathematics should be applicable to all students by allowing them to
openly depict the problems. The teacher should simply be a guide that through questions allows students to see how mathematics can be demonstrated through illustrations and through their communication with other students.