June 26, 2007
How is mathematics used by those in the pubic domain? To address this question, explore the news or print media in the next few days to get an idea of its power to decide. What does this imply for the teaching of mathematics, constructivism, and who can do mathematics?
Mathematics is virtually everywhere an in everything. Architecture, street signs, buying groceries and clothing, cooking, where you live, and transportation all involves math. Although a lot of students may not be aware of it, they are using math or required to on a daily basis. That is where we as teachers come it. We have to help them to see and make those connections to math so they can see the importance of learning math. Student need to use constructivism to make those connections and unveil the importance for themselves. It is not enough for teachers to tell them it's important. It should be no longer seen as "a subject I have to pass to get promoted to the next grade", but something I need to function in day to day living.
Tuesday, June 26, 2007
Thursday, June 21, 2007
Transition from Limitation to Constraints
June 21, 2006
What have you and your colleagues seen in the past as "limitations" to the student-centered teaching of mathematics? What is the status of your current thinking regarding these "limitations"? How do you envision "engineering" as a way of shifting thinking from "limitations" to "constraints"?
I still see student behavior as a major limitation to the student-centered teaching of mathematics. Talking with my collegues during the school year, I found that many of them have the same issue. I know the students are supposed to be so engaged and motivated until their behavior should be in check, but based solely upon the students I teach, I know behavior is going to be a major limitation when I try these methods. Maybe I can shift from limitations to constraints by shifting my thinking to realizing that my students may not learn as much (in terms of quantity) per day through student-centered teaching but the small amount they may learn will be quality.
What have you and your colleagues seen in the past as "limitations" to the student-centered teaching of mathematics? What is the status of your current thinking regarding these "limitations"? How do you envision "engineering" as a way of shifting thinking from "limitations" to "constraints"?
I still see student behavior as a major limitation to the student-centered teaching of mathematics. Talking with my collegues during the school year, I found that many of them have the same issue. I know the students are supposed to be so engaged and motivated until their behavior should be in check, but based solely upon the students I teach, I know behavior is going to be a major limitation when I try these methods. Maybe I can shift from limitations to constraints by shifting my thinking to realizing that my students may not learn as much (in terms of quantity) per day through student-centered teaching but the small amount they may learn will be quality.
Tuesday, June 19, 2007
The Constructivist Theory
June 19, 2007
Having considered the question, how students learn mathematics through terms like constructivism and understanding, how do these theories and perspectives with what you have thought prior to this course? What do you think are the implications for constructivism in the classroom -- what would it look like?
Having only taught one year, and pretty much using the trial and error method, I am excited about constructivism. It's kind of exciting the way students construct their own knowledge and understanding using the knowledge and experiences they already have to create new ideas. When I envision constructivism in the classroom, i envision students working together in groups, a somewhat noisy environment (the good kind), students motivated to learn and engaged in the task at hand and being able to explain their strategies and solutions.
Having considered the question, how students learn mathematics through terms like constructivism and understanding, how do these theories and perspectives with what you have thought prior to this course? What do you think are the implications for constructivism in the classroom -- what would it look like?
Having only taught one year, and pretty much using the trial and error method, I am excited about constructivism. It's kind of exciting the way students construct their own knowledge and understanding using the knowledge and experiences they already have to create new ideas. When I envision constructivism in the classroom, i envision students working together in groups, a somewhat noisy environment (the good kind), students motivated to learn and engaged in the task at hand and being able to explain their strategies and solutions.
Thursday, June 14, 2007
Math in the Past
June 14, 2007
What have been your past experiences learning or teaching mathematics and how have they influenced what you said about mathematics teaching and learning in class?
Mathematics was never really fun or interesting when I was learning it and I find it difficult to make it fun and interesting for my students (although I do try). When I was learning, it seemed my instructors just put it out there and expected me to learn it. Math was never connected to things that I did everyday or any of my experiences. What we got was the status quo so it was just accepted. Now that I am teaching Math, I try to connect Math with student experiences and there have been a few lessons that students have been motivated to learn.
What have been your past experiences learning or teaching mathematics and how have they influenced what you said about mathematics teaching and learning in class?
Mathematics was never really fun or interesting when I was learning it and I find it difficult to make it fun and interesting for my students (although I do try). When I was learning, it seemed my instructors just put it out there and expected me to learn it. Math was never connected to things that I did everyday or any of my experiences. What we got was the status quo so it was just accepted. Now that I am teaching Math, I try to connect Math with student experiences and there have been a few lessons that students have been motivated to learn.
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