Going back to my post for week 4, we can see that I expressed my initial reaction - panic, confusion, and then mild anger. But wait! Those feelings were quickly replaced by more rational, positive feelings:

As the classes progressed and I began learning the concepts and strategies for teaching elementary math, I started to see how everything fit together. It is not possible to know everything right from the start and it takes time to develop an understanding for any new subject, in this case teaching. As I became more comfortable with my blog, it began to take on a life of its own. Pairing this with my continual exposure to "aha moments" and we get my new feelings - determination, understanding, and then acceptance. I accept where I am right now and look forward to another semester of learning the tricks of the trade for teaching elementary school math. Next semester, I hope to continue where we left off. I have two stars and a wish for you both.

Star #1 is to keep up with the great job modelling activities. Being able to actually see and do math activities with the manipulatives really worked for me because I was able to have a go at completing the tasks. This gave me a sense what a classroom would actually look like as students worked at different stations.

Star #2 is to keep up the positive atmosphere in the class. Communication is key and I appreciate how you both kept the class informed throughout the semester.

Wish #1 is to go over some more logistics. The main thing I want to know is a rough timeline of the year and how long to spend on each unit. I understand that there is not one clear answer due to the volatility of learning; however, since I am a planner I would like to explore and go over expected timelines of the curriculum.

Star #1 is to keep up with the great job modelling activities. Being able to actually see and do math activities with the manipulatives really worked for me because I was able to have a go at completing the tasks. This gave me a sense what a classroom would actually look like as students worked at different stations.

Star #2 is to keep up the positive atmosphere in the class. Communication is key and I appreciate how you both kept the class informed throughout the semester.

Wish #1 is to go over some more logistics. The main thing I want to know is a rough timeline of the year and how long to spend on each unit. I understand that there is not one clear answer due to the volatility of learning; however, since I am a planner I would like to explore and go over expected timelines of the curriculum.

Looking forward to another great semester of math! Happy holidays and see you in January!

]]>Today's class explored the importance of mental math. Every day we are faced with numerous situations that may require a quick calculation. How much should I tip the waitress for this meal? How many coins should I put in the parking meter? How much longer should I work out to get an hour of exercise? About how much will my groceries cost? How long will my commute take at this speed? How much will this cute shirt cost at the marked down price? These are typical questions that I am faced with every week (except that I am a waitress so I am actually figuring out in my head if the tip that a customer left was good or not). It is nearly impossible to go a day without having to do mental math.

I think that it is important to introduce students to mental math strategies at a young age because by the time they are faced with real-world situations involving a quick calculation, they will not be intimidated. They will be able to solve a simple problem or estimation with ease. This comes with much practice; however, so it is crucial that students have the necessary time to develop and practice these strategies. I think that it is a great idea to have a time block allocated just to mental math each day.

Class began with a neat activity on the SmartBoard. An activity like this would be great for students because it not only gets them to apply mental math strategies in real time but it gets them up and out of their seats. Speaking of strategies, what are they?

This is probably one of the most useful pieces of paper I have seen in a long time. It is like a cheat sheet to all the mental math out there. For someone who appreciates math as much as I do, this sheet of strategies is gold. If only I had this sheet when I was in elementary school!

Soon after establishing these strategies, my mind began racing at all of the doors that this sheet could allow students to open. By practicing these strategies, students could develop their reasoning skills because they could be asked why they chose a particular one to solve a question. Students could practice their problem solving skills as well because a quick calculation could be part of a bigger problem such as a word problem that required an explanation. Lots of possibilities here.

Soon after establishing these strategies, my mind began racing at all of the doors that this sheet could allow students to open. By practicing these strategies, students could develop their reasoning skills because they could be asked why they chose a particular one to solve a question. Students could practice their problem solving skills as well because a quick calculation could be part of a bigger problem such as a word problem that required an explanation. Lots of possibilities here.

Yes, math can be fun! When you are able to answer questions, apply strategies and feel confident in what you are doing, math can be quite painless. Although that not every one of my future students will say math is their favourite, my goal is to have my math classroom be a place that is not intimidating. I want students to feel comfortable exploring strategies and asking questions.

The use of washable crayons and plastic plates is genius. So simple yet so effective. This is a great way to evaluate students because as the teacher, you can see all of the students' answers when they raise their plates. If a student is constantly struggling to raise their plate on time, you know that they will need more time to develop the mental math strategies.

Games are also fun to throw in there because, as I have mentioned in earlier posts, it helps disguise learning in a well known activity, for example Bingo. With a partner, we played a quick round or two or Bingo with the 9 times tables. Great... the 9's are not my best and for some reason they never stick with me. Thank goodness for mental math strategies and tricks! Hopefully the days of memorizing all of the multiplication charts are over for good.

]]>The use of washable crayons and plastic plates is genius. So simple yet so effective. This is a great way to evaluate students because as the teacher, you can see all of the students' answers when they raise their plates. If a student is constantly struggling to raise their plate on time, you know that they will need more time to develop the mental math strategies.

Games are also fun to throw in there because, as I have mentioned in earlier posts, it helps disguise learning in a well known activity, for example Bingo. With a partner, we played a quick round or two or Bingo with the 9 times tables. Great... the 9's are not my best and for some reason they never stick with me. Thank goodness for mental math strategies and tricks! Hopefully the days of memorizing all of the multiplication charts are over for good.

The use of virtual math activities will definitely enhance learning in my future classroom. The McGraw Hill Manipulatives site would have been perfect for my Grandma Lena activity. I chose to base the story around a lesson in the grade 3 measurement unit. As previously discussed, students would utilize calendars to demonstrate their understanding of the passage of time. With this site, students would be able to build their own calendar and mark the passing days on it. I would likely pair this with a pencil-and-paper multiplication activity in order to incorporate more detail. For example, if seven weeks have passed, students would compute 7 X 7 to get the number of days.

Students would benefit from this site for this activity in particular because it would enable them to use a visual aid. By creating calendars and then being able to visualize the passage of time on them, students also have the opportunity to develop a greater sense of understanding when computing calculations to determine the number of days/weeks that have passed.

After exploring and investigating numerous math sites, we played a few rounds of 4-player game. I like the notion of adding some friendly competition in the classroom. Not only do students get to apply their knowledge, they must do so effectively in order to win. I think that incorporating a few activities like this every once in a while would be a nice treat for students.

After exploring and investigating numerous math sites, we played a few rounds of 4-player game. I like the notion of adding some friendly competition in the classroom. Not only do students get to apply their knowledge, they must do so effectively in order to win. I think that incorporating a few activities like this every once in a while would be a nice treat for students.

The game that we played focused on mental math. As adults, I think that we often take this skill for granted. We tend to forget how we arrive with the answer - we do not play attention to the strategy that we used. The chapter reading does a nice job of going into detail about the importance of introducing strategies that young math learners can adopt in order to develop their mental math skills and master basic facts.

I like that the author explained the difference between practice and drill. If students have not had sufficient time to learn and do not understand the concepts, drill basically becomes ineffective for the student. I can just picture a little student that does not completely understand subtraction being bombarded with flashcards... not the best idea. It will be my duty as a math teacher to ensure proper instruction and sufficient practice activities so that drill activities will be a breeze for my students!

Having students identify and come up with strategies as well as elaborate on other classmates' strategies is a great concept. The class becomes involved with the strategies and students understand the strategies because they are able to explain them to other students.

The activities included in this chapter were insightful for me because they reminded me of the types of activities that I completed back in the day. Although 7+8 requires next to no thought for me, it is important to remember that young math learners still need to develop the speed and ease needed to solve the question. I particularly like the strategy of near double facts and the use of the ten frame in developing number sense relationships. The ten frame provides a visual for the students and with practice, they will be able to see the ten frame in their head and complete drill activities promptly.

It was neat reading about the division strategies because the author questions whether students are practicing multiplication or division when completing a page of division facts. When I think about it, I rarely use division because I tend to solve the problem from the multiplication perspective. Interesting.

All in all, the usefulness of mastering basic mental math extends far beyond the classroom. Students can practice mental math in every day situations without even knowing it! I certainly do.

]]>I like that the author explained the difference between practice and drill. If students have not had sufficient time to learn and do not understand the concepts, drill basically becomes ineffective for the student. I can just picture a little student that does not completely understand subtraction being bombarded with flashcards... not the best idea. It will be my duty as a math teacher to ensure proper instruction and sufficient practice activities so that drill activities will be a breeze for my students!

Having students identify and come up with strategies as well as elaborate on other classmates' strategies is a great concept. The class becomes involved with the strategies and students understand the strategies because they are able to explain them to other students.

The activities included in this chapter were insightful for me because they reminded me of the types of activities that I completed back in the day. Although 7+8 requires next to no thought for me, it is important to remember that young math learners still need to develop the speed and ease needed to solve the question. I particularly like the strategy of near double facts and the use of the ten frame in developing number sense relationships. The ten frame provides a visual for the students and with practice, they will be able to see the ten frame in their head and complete drill activities promptly.

It was neat reading about the division strategies because the author questions whether students are practicing multiplication or division when completing a page of division facts. When I think about it, I rarely use division because I tend to solve the problem from the multiplication perspective. Interesting.

All in all, the usefulness of mastering basic mental math extends far beyond the classroom. Students can practice mental math in every day situations without even knowing it! I certainly do.

This list, constructed with my table mates, was actually quite similar to the list uploaded to last week's post. There is clear emphasis on the "fun" associated with this type of workshop and I think that it is important for students to see in a hands on way that math is everywhere and that it is enjoyable.

Speaking of fun... on to problem solving now! The class was presented with various multiplication representations which really got our minds working. There was an initial sense of resistance associated with leaving the familiar multiplication strategy and adapting to newer, more visual methods of solving multiplication equations. This resistance was also felt when exploring addition/subtraction with two and three digit numbers a few classes back.

Speaking of fun... on to problem solving now! The class was presented with various multiplication representations which really got our minds working. There was an initial sense of resistance associated with leaving the familiar multiplication strategy and adapting to newer, more visual methods of solving multiplication equations. This resistance was also felt when exploring addition/subtraction with two and three digit numbers a few classes back.

With our minds chugging along, we then discussed and tackled a few small problems. I am eager to see what some of the responses to problems I give to my future students will look like - thinking outside of the box demonstrates creativity and may even teach me a thing or two. With the abundance of different problem solving strategies, it will be neat to see which ones my future students will use to resolve math problems and to get a sneak peak inside their heads as they write down their thought process.

Although the story of *Grandma Lena's Big Ol' Turnip* may not initially appear to have any apparent connection to an elementary school math class, that is not the case. With a little bit of creativity and thinking outside of the box (which I take pride in doing very well in many everyday situations... not sure yet if this is a good thing) connections can be made to the math curriculum. Let's take a closer look:

My initial thought was to compose a task relating to measuring the turnip since the book's main point was about emphasizing the enormous size of it. While grazing through the measurement outcomes, I noticed the introduction of calendars and the passage of time. Perfect! The book clearly states certain times of the year and incorporates calendar dates. My task for this book will involve problem solving - coincidence that this class was all about problem solving?

Below is the Specific Curriculum Outcome and the Performance Indicators for the Measurement Unit in Grade 3:

**M02** Students will be expected to relate the number of seconds to a minute, the numbers of minutes to an hour, the numbers of hours to a day, and the number of days to a month in a problem-solving context.

**Performance Indicators**

My initial thought was to compose a task relating to measuring the turnip since the book's main point was about emphasizing the enormous size of it. While grazing through the measurement outcomes, I noticed the introduction of calendars and the passage of time. Perfect! The book clearly states certain times of the year and incorporates calendar dates. My task for this book will involve problem solving - coincidence that this class was all about problem solving?

Below is the Specific Curriculum Outcome and the Performance Indicators for the Measurement Unit in Grade 3:

- Determine the number of days in any given month using a calendar.
- Solve a given problem involving the number of seconds in a minute, the number of minutes in an hour, the number of hours in a day, or the number of days in a given month.
- Create a calendar that includes days of the week, dates, and personal events.

In order to assess the students' understanding of the concepts listed above, I have constructed some problems relating to the story. Students will each be given a two-paged document with the problems to solve after a whole-class activity involving reading the story and discussing the story.

Remember how in my previous reply I mentioned that Scribd was fairly easy to navigate. All you had to do was create a Word document and upload it via Scribd. Well, I take back my answer and I would like to say that it is NOT user friendly. I created a neat little Word document with tables all grouped together and when I went to upload it *POOF* all gone: everything was distorted. I am hoping this is just due to my lack of knowledge of Scribd. So I apologize for the messy screen shots of my Word document. Ah well. There they are in their blurry glory.

]]>The first task proved a little more difficult than anticipated. This task in particular proved that seemingly simple tasks may require more brainpower than you think - another great example of how making math fun can enable higher learning.

The first portion of class flew by as we explored all types of tasks covering all types of topics including place value, fractions, and probability to name a few. As with most approaches to teaching, the workshop model does present some interesting benefits and challenges. To summarize my thoughts, I have constructed a graphic organizer.

I think the workshop model is great for students if, of course, it is executed correctly. The various games and tasks should be simple enough for students to figure out in a few minutes as they read through the instruction page. Each task should incorporate a specific concept learned in class and the activity should serve as fun way for the students to demonstrate their understanding. The teacher would circulate as the students play and advise or answer any questions that may arise.

The challenges associated with the workshop model, although few, are more significant. My table-mates and I discussed numerous challenges and concluded that younger students would require more supervision and structure with their activities. The time allotted at each station would likely have to be monitored and moving between stations would require more time and guidance. We figured that the workshop would work well at the end of a unit to ensure comprehension and act as a review - if not, all students may not be able to complete the games. The games would also have to be fairly simple in nature to allow maximum playing time.

As with anything, balance is also key. It is important to incorporate fun in learning; however, concepts must still be taught. Although not every day may be as fun as another, it does not mean that math lessons can't be engaging and effective.

To finish off the class, we enjoyed another math picture book. Once again, this story time demonstrated the cross-curricular tie with English Language Arts. Instead of having the book read aloud, we actually viewed it online as it was narrated! My thoughts: great! Even if I have a cold and lose my voice, my students can still enjoy a math book read aloud in class. Once again, modern technology has exceeded my expectations. Speaking of technology, I am still amazed at the endless possibilities presented by the Smart Board. From lessons to virtual games, these boards will be a fantastic asset to my future classroom. Hooray!

P.S See my "read more" section for responses to last week's post!

The challenges associated with the workshop model, although few, are more significant. My table-mates and I discussed numerous challenges and concluded that younger students would require more supervision and structure with their activities. The time allotted at each station would likely have to be monitored and moving between stations would require more time and guidance. We figured that the workshop would work well at the end of a unit to ensure comprehension and act as a review - if not, all students may not be able to complete the games. The games would also have to be fairly simple in nature to allow maximum playing time.

As with anything, balance is also key. It is important to incorporate fun in learning; however, concepts must still be taught. Although not every day may be as fun as another, it does not mean that math lessons can't be engaging and effective.

To finish off the class, we enjoyed another math picture book. Once again, this story time demonstrated the cross-curricular tie with English Language Arts. Instead of having the book read aloud, we actually viewed it online as it was narrated! My thoughts: great! Even if I have a cold and lose my voice, my students can still enjoy a math book read aloud in class. Once again, modern technology has exceeded my expectations. Speaking of technology, I am still amazed at the endless possibilities presented by the Smart Board. From lessons to virtual games, these boards will be a fantastic asset to my future classroom. Hooray!

P.S See my "read more" section for responses to last week's post!

To answer your question about Scribd... I am not completely sure how it works! There are various media options that Weebly allows you to add to your blog, and when you select "Document" it comes up as Scribd. I create the document in Microsoft Word and then upload through this feature. Not sure if that is the correct way to use this feature but it works!

]]>Instant panic set in. I was confused... a math blog? So... we have to write about math things EVERY week? My confusion turned into mild anger. I don't know how to make a blog! Now that I have gotten the hang of things, I have to say, you were right! I really enjoy this math blog. This little story will serve as a reminder to me as I set out on my teaching adventure that not all students may initially like my teaching style/project ideas etc. but it is the journey that counts. There is so much to be learned from new experiences and it is alright to be slightly hesitant. Just jump right in! So here we go:

Ok, time to focus. Chapter 5 does a nice job outlining teaching through problem solving. I like how the chapter begins by stating the importance of having the proper environment; one that incorporates thinking rather than simply showing. This is important because with more complex problems, students must be able to apply their knowledge based on the scenario in order to solve the problem. The section exploring different strategies to solve problems is great because it supports the fact that there is such an abundance of different types of problems. Also, depending on the type of learner that each student is, they may understand one strategy better than another for a certain type of problem. I was instantly drawn to the "use an open sentence" strategy because I like to write out my thoughts and show all of my steps when solving problems. Perhaps this strategy will be useful for the chapter problem? Perhaps "draw a picture" will be better suited?

Turns out, the "draw a picture" strategy was my choice for this particular problem. I found having the visual representation very helpful. Having everything laid out helped ascertain no duplications in my coin combinations. The "use a model" strategy would have worked wonderfully for this problem too... but let's be honest, I am at my computer and the coin jar is all the way downstairs in the drawer and I already went to the gym today.

Chapter 8 explained operation concepts with A TON of great visuals and diagrams. I appreciate the use of various math terms because developing a proper sense of vocabulary in math is an important skill. The chapter explained multiple properties of operations (commutative, distributive etc.) which was done wonderfully and is important to remember because these concepts can be taken for granted when you are used to doing more advanced mathematics. Young learners must be taught these concepts in order to build a solid foundation

Chapter 8 explained operation concepts with A TON of great visuals and diagrams. I appreciate the use of various math terms because developing a proper sense of vocabulary in math is an important skill. The chapter explained multiple properties of operations (commutative, distributive etc.) which was done wonderfully and is important to remember because these concepts can be taken for granted when you are used to doing more advanced mathematics. Young learners must be taught these concepts in order to build a solid foundation

Yum! Jelly Belly jelly beans. In grade 4 or 5, one of my best friends (who later turned out to be one of my bridesmaids this year!) had a birthday party and there was a little activity that involved estimating. There was a big jar full of the delicious little treats and each guest had to make a guess as to the number inside. My guess was the closest! To this day, I am still not sure how I won because my spacial sense isn't the greatest. Perhaps I happened to really pay attention to the lessons on estimating in class that year. When we completed various activities in class this week involving estimating, this story instantly came to mind. I enjoyed playing these estimating games in class this week - another reminder that if I enjoyed math games, my future students will mostly likely as well. See my "read more" section below to find my thoughts on last week's comments!

In response to last week's comments:

My first inclination is to call upon a student that may have a more simple solution because if I know that there is a student with a more elaborate solution, I can call upon them to elaborate on the first student's solution. By doing this, I would hope encourage students to add detail and expand on their solutions. As students discuss their solutions, it will allow me to really evaluate how they are thinking and communicating what they know.

]]>My first inclination is to call upon a student that may have a more simple solution because if I know that there is a student with a more elaborate solution, I can call upon them to elaborate on the first student's solution. By doing this, I would hope encourage students to add detail and expand on their solutions. As students discuss their solutions, it will allow me to really evaluate how they are thinking and communicating what they know.

The class started off with an ice-breaking activity. This was refreshing because after having already sat in class for 3.5 hours prior to this class, getting up and chatting with other classmates was a warmly welcomed idea.

We also watched a video in class, "Good Morning Ms. Toliver." To put it simply, Ms. Toliver is a pretty cool teacher. I love how she connected with the students and really engaged them in their learning. If only there were more teachers like Ms. Toliver.

Going back to last class, we also discussed the picture book, "How Many Feet in the Bed" as we looked at a sample lesson plan. The idea of combining a picture book to math class is genius - I love the integration of language arts because with today's society, I am concerned about the negative impact of technology on reading and writing skills. Long live the book! We did a quick response sheet for a question relating to the book.

This response sheet was fun. I love having a blank space to display my thoughts. One major thing that I should keep in mind from doing this sheet, however, is that I must stay in line with what the students are learning. For example, my initial thought process in solving how many feet there would be was to use algebra. "Let's use a formula because it will be quick and easy!" Depending on what grade I am teaching, the students may have no idea what I am talking about and think I am making things up. I must be mindful to stick with grade appropriate language and concepts.

The chapter reading for this week focused on larger numbers. I appreciated how the chapter really broke down the concepts that were being introduced to the students because sometimes we take for granted knowing the greater picture. For example, students must be introduced to place value and what larger numbers actually mean. Again, the textbook was wonderfully adorned with various diagrams and visuals to accompany the principles being discussed. The chapter discussed estimating and rounding with larger numbers - I like the use of a number line for this because it shows the numbers laid out proportionally and why we move one way as opposed to the other when rounding. The section on common misconceptions, once again, is a highly valued section in my eyes.

]]>The chapter reading for this week focused on larger numbers. I appreciated how the chapter really broke down the concepts that were being introduced to the students because sometimes we take for granted knowing the greater picture. For example, students must be introduced to place value and what larger numbers actually mean. Again, the textbook was wonderfully adorned with various diagrams and visuals to accompany the principles being discussed. The chapter discussed estimating and rounding with larger numbers - I like the use of a number line for this because it shows the numbers laid out proportionally and why we move one way as opposed to the other when rounding. The section on common misconceptions, once again, is a highly valued section in my eyes.

As class continued, we began to discuss what makes a successful teacher of elementary mathematics. Our assigned reading for this class included a chapter on mathematics for young learners. I found this chapter very interesting because it took me back to when I was very young and was just beginning my math journey. I like how this chapter included multiple diagrams and activities as it explained how young students develop number sense and I found myself reminiscing a lot as I read through the pages.

The chapter problem: "Describe four ways that 6 and 8 are alike and three ways that they are different." In order to solve this problem, my first instinct was to construct a table so that the data could be displayed neatly:

The chapter problem: "Describe four ways that 6 and 8 are alike and three ways that they are different." In order to solve this problem, my first instinct was to construct a table so that the data could be displayed neatly:

After constructing a table, I thought maybe a Venn diagram would maybe be a little more aesthetically pleasing:

I like to think of my multiple ways of organizing this data similar to the concept of teaching math using multiple approaches. Sometimes different methods can be just as effective and it is important to explore various ways of coming to the same answer. A question like this could be useful to demonstrate to children how to compare and contrast different types of numbers, for example even vs odd numbers.

The next component of class 2 was to select an article on early number sense. I selected the article entitled, "Ten is the Magic Number" and have composed a document outlining the math concept discussed, its importance, and a description of one of the activities mentioned in the article.

The next component of class 2 was to select an article on early number sense. I selected the article entitled, "Ten is the Magic Number" and have composed a document outlining the math concept discussed, its importance, and a description of one of the activities mentioned in the article.

Finally, the last order of business. To find out a bit more about me, I have updated the "About" link on my blog (top right corner) Also, there is now a "read more" link on last week's post. Check it out to find out what I have added. Until next time!

]]>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!