Here goes nothing! This is my first blog post EVER so for all of you advanced techies out there, please be patient with me - I am a business major and have only taken one computer applications course. All that being said, I am looking forward to sharing my thoughts and reflecting on class discussions. Now give me minute while I organize my thoughts...

First, a comment on what I learned in class. This was class 1, so there was great deal of information to process and, like all new things, it takes a little while to get a sense of what to expect. In a way, I felt as though I too was back in elementary school as a container of cool math things was placed on my desk. A desk, which I may add, was actually two desks pushed together and allowed three other students to sit around it with me. Group work! Just the basic observation of having the desks arranged into little work stations excited me and I was ready to jump right in.

First, a comment on what I learned in class. This was class 1, so there was great deal of information to process and, like all new things, it takes a little while to get a sense of what to expect. In a way, I felt as though I too was back in elementary school as a container of cool math things was placed on my desk. A desk, which I may add, was actually two desks pushed together and allowed three other students to sit around it with me. Group work! Just the basic observation of having the desks arranged into little work stations excited me and I was ready to jump right in.

As a group, our task was to illustrate a specific outcome for grade 1 students. At the top of our page, we marked the numbers from 1-20 and made a note that students should be comfortable with reciting these numbers forwards and backwards. Our illustrations represent various facts about this learning outcome, such as the ability for students to apply their knowledge to the real world (i.e a school bus), to be able to understand a number line, and to add up pictures and/or objects regardless of different colours, shapes or sizes.

Next order of business: a chapter problem. This problem asks us to create three different words. Sounds simple enough. But there is a catch! Each letter of the alphabet is assigned a value, such as A =1, B= 2 and so forth. Here is what I have come up with:

Next order of business: a chapter problem. This problem asks us to create three different words. Sounds simple enough. But there is a catch! Each letter of the alphabet is assigned a value, such as A =1, B= 2 and so forth. Here is what I have come up with:

A neat little table filled with colours. My first instinct was to make up something visual that would help me solve this little problem... which right away made me think of how important visual representations are to children as well. In terms of solving this little chapter problem, my solutions are as follows:

H= 8

O= 15

T= 20

Correction, my solution. Turns out this problem is trickier than anticipated. I will have to come back to it. Keep posted!

H= 8

O= 15

T= 20

Correction, my solution. Turns out this problem is trickier than anticipated. I will have to come back to it. Keep posted!

Additional notes to this blog:

First, after much more time and thought, I have come up with 2 more words for the chapter problem as previously discussed.

P= 16 O= 15 A= 1 C= 3 H= 8

C= 3 O=15 Y= 25

Again, this proved to be much more difficult than I had initially presumed!

Another point to address was my misunderstanding of the chapter readings and the appearance of my thoughts relating to them on here. After receiving clarification, I would like to dig out my notes from last week and mention a few key points from chapter 1, 2 and 4:

I liked how the emphasis is on actively engaging students in math. The importance of really understanding, reflecting, and applying knowledge is far more important than just zipping through math problems on paper. I agree with the constructivist approach and how it allows students to construct their own knowledge, hence the name. Organizing math topics into "big ideas" can help students make connections between topics and have a sense of the various topics being taught. Like my group members in class, I was impressed with the appearance and discussion of anxiety associated with math. It is an important topic to not only be aware of, but learn about so that as teachers, we can be prepared and educated about it. I also liked how the text explained the importance of planning and offered various examples of lesson styles and strategies.

... and that just about sums it up for week 1. Next up, week 2!

First, after much more time and thought, I have come up with 2 more words for the chapter problem as previously discussed.

P= 16 O= 15 A= 1 C= 3 H= 8

C= 3 O=15 Y= 25

Again, this proved to be much more difficult than I had initially presumed!

Another point to address was my misunderstanding of the chapter readings and the appearance of my thoughts relating to them on here. After receiving clarification, I would like to dig out my notes from last week and mention a few key points from chapter 1, 2 and 4:

I liked how the emphasis is on actively engaging students in math. The importance of really understanding, reflecting, and applying knowledge is far more important than just zipping through math problems on paper. I agree with the constructivist approach and how it allows students to construct their own knowledge, hence the name. Organizing math topics into "big ideas" can help students make connections between topics and have a sense of the various topics being taught. Like my group members in class, I was impressed with the appearance and discussion of anxiety associated with math. It is an important topic to not only be aware of, but learn about so that as teachers, we can be prepared and educated about it. I also liked how the text explained the importance of planning and offered various examples of lesson styles and strategies.

... and that just about sums it up for week 1. Next up, week 2!