Math 213 is a class packed full of information valuable to the development of a professional math teacher. There were several major mathematical concepts addressed in the class ranging from problem solving, numeration systems and sets, whole numbers and their operations, to algebraic thinking, integers and number theory, rational numbers as fractions, decimals and real numbers, and proportional reasoning, percents, and applications. This class enhanced my understanding of math in general, as well as enabled me to explore strategies on how to best present mathematical concepts in an elementary classroom setting.
Since children learn differently than adults do, and do not have prior knowledge to draw meaning from, an important characteristic of a professional math teacher is to have the ability to create a classroom environment where students are encouraged to take risks and explore problems while learning problem solving strategies. According to the class textbook, A Problem Solving Approach to Mathematics for Elementary School Teachers, “If problems are approached in only one way, a mindset may be formed.” (Billstein, R., Libeskind, S., & Lott, J., 2010) Teachers need to give students a tool box of strategies, such as, look for a pattern, examine a related problem, identify a subgoal, make a diagram, or work backwards.
While developing student’s problem solving skills, professional math teachers must begin to teach students to understand the meanings of whole numbers. This step will serve as scaffolding for students as they encounter more advanced concepts. Teachers should encourage the use of manipulatives, such as baseten blocks, as they will help students relate whole numbers to something real. Teachers can also use Venn diagrams as they allow students to graphically organize material, which aids in the development of their analytical skills and teaches them to draw conclusions based on specific criteria....
...Math213 gives new teachers the tools needed to further understand what they will be facing when entering the classroom. There is a wide range of mathematic concepts covered throughout this course. Among them the major topics included: the principals and process standards for elementary school mathematics defined by the National Council of Teachers of Mathematics and the application of problemsolving strategies using numerical patterns. Additional major concepts covered were the relations and functions to solve problems, base value, language sets, the value of the Venn diagrams, how to make reasonable estimates, and how to apply number theory to applications.
Week one was the exploration of the six principles of elementary school mathematics: equity, curriculum, teaching, learning, assessment, and connection. These standards outline the understanding, knowledge, and skills student should acquire in each grade level. NCTM’s establishes focus and coherence into teacher’s efforts in improving mathematics. NCTM offers teachers examples and recommendations of a wide variety of educational circumstances that serve in the best interest of the student. They serve as a support group in guiding every educator in their efforts to improving how math will be presented in the classroom. Week one was also dedicated to showing the differences in how adults and children learn while investigating problemsolving strategies. The action of...
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ReflectivePaper
Coswella Carr
University of Phoenix
Mathematics for Elementary Educators I
MTH 213
November 17, 2011
Adam Nehme
ReflectivePaper
In this Mathematics for Elementary Educators I course, it teaches me many concepts that a professional mathematics teacher should possess while teaching elementary students. The concepts has influences my own ideas and philosophy of teaching. In this reflectionpaper, I will also summarize the major mathematical concepts, explaining how the learning concepts are relevant to the characteristics of a professional mathematics teacher.
During this five week course, there were five major concepts that were being discussed. I think that the most important concepts that were being discussed are the ones that we learn in the first week of class. In week one, we learn about the National Council of Teachers of Mathematics (NCTM) that defines the six principles of elementary school mathematics and five mathematical process standards. According to the NCTM Principles Equity, Curriculum, Teaching, Learning, Assessment, and Technology are the moral foundation for all teachers. The basic categories of mathematics that teachers should be interpreting for their students are the NCTM standards problemsolving, communication, representation, reasoning and proof, and connections. In week two, the concept that was discussed was Algebraic Thinking and Problem...
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ReflectivePaper
Maurice Young
MTH/157
September 15, 2013
Evan Schwartz
ReflectivePaper
Mathematics for Elementary Teachers is a two part course designed to prepare potential educators the mathematical concepts need to teach to elementary schools students K8. The twopart course also addresses the relationship concepts to the National Council of Teachers of Mathematics Standards for K8 instruction (Billstein, Libeskind & Lott, 2010). This semester, which presented the second half the twopart course, the MTH/157 curriculum gave appropriate statistical methods to analysis data, applied basic concepts of probability, applied and identified geometric figures and shapes for problem solving, and identified applications of measurements.
This class introduced very interesting, exciting and fun ways how to teach the above mathematical concepts like probability in the form of games. There are several types of probabilities: Theoretical Probability and Experimental Probability. Theoretical probability examples can be used to illustrate the predictions of the “Coin Flip” or “Dice Roll” probability games. Yang’s example: If there are n equally outcomes and an event A for which there are k of these outcomes, then the expression of the probability that the event A will happen looks like this P(A) = k/n (p. 283, para. 4). What I experience while playing the “Coin Flip” game was that the...
...PSV 706 CURRENT ISSUES IN VISUAL ART EDUCATION 
ReflectivePaper 
Implementing Malay Traditional Games In The Classroom : A Part Of Case Study In Cultural Arts 

Table of Contents
REFLECTIVEPAPER 3
Bibliography 14
REFLECTIVEPAPER
IMPLEMENTING MALAY TRADITIONAL GAMES IN THE CLASSROOM: A PART OF CASE STUDY IN CULTURAL ARTS
Introduction
Reading has always been a part of my life. So do playing. Play in the sense of enjoying our life. What I hate most is formality, a life exist without freedom. Then I combined these two interests into one, to study about something fun, and can benefit others too. The study of literature has consumed most of my waking moments. Of course, I have done other things, but the more I have explored the more connections I see between the written page and the world in which I live in. How I realize I am the same with others, too. I think I am master enough naming and knowing the Malay traditional games that exist till now, but I am wrong. The daily games like ramram rip, rangkairangkai periuk, da da ko, cak lerang benang emas, tebangtebang tebuk, tingting gula batu is already alien to me while I am searching the literature. However, the more I learn, the more I realize what I do not know. Actually, my thesis writing was under supervision of one...
...1
ReflectivePaper
MTH 157
July 2, 2013
Gina Loscalzo
Evan Schwartz
ReflectivePaper 2
Math for Elementary Teachers II is the second part in a two part series. The mathematical concepts that were focused on throughout the second part of Math for Elementary Teachers were on measurement, geometry, probability, and data analysis. Just like part one of Math for Elementary Teachers, part two also address the relationship of the course concepts to the National Council of Teachers of Mathematics Standards for K8 instruction.
The first two weeks of this course, the main concepts that were explored was data analysis and probability. When learning about data analysis, A Problem Solving Approach to Mathematics for Elementary School Teachers taught students that data analysis is the measures of Central Tendency, Statistics, and Variation. During data analysis students also reviewed that different ways data can be presented; bar graphs, circle graphs, line graphs, or scatter plots. Probability taught theorem and tree diagrams/geometry probabilities. Both of these mathematical concepts were cover throughout chapters 9 and 10 of A Problem Solving Approach to Mathematics for Elementary School Teachers.
The mathematical concepts covered during week three and four was Introduction to Geometry. During these two...
...Reflection Paper
Peggy Clayton
University of Phoenix
MTH/214
Shannon Manke
January 18, 2010
Running Head: Reflection PaperMath has been around for quiet a long time. We all see math in a different way some can grasp it and some cannot. Learning math concept is very frustrating some will master it and some want. I have struggle with math myself. In fact, every time the wordmath was said throughout my school years and I hated it. Now throughout this course, I realize that I need a great amount of math skills before I can even consider teaching math skills. Math is a difficult concept to teach. So how can I teach math, if I do not understand it myself? This is a question I must ask myself and hopefully one day not questions my math skills.
In math 214 there were endless amount of math concepts learned throughout this course. Probability and Data Analysis apply basic concept of probability. And use appropriate statistical method to analyze data. Billstein, Libeskind, and Lott (2007) we also were introduce to Geometry which we analyze the characteristics and properties of two – and three –dimensional geometric shapes. We also argue mathematics geometric relationships as well as visualize. Billstein, Libeskind, and Lott. (2007) another...
...Math213
Mathematical Concepts ReflectivePaper
Mathematics for Elementary Educators teaches many concepts that are needed for basic understanding of what you will be teaching in your classroom. There were several ideas covered in this course but there are several of the major mathematical concepts that stand out to me. Those concepts are the, National Council of Teachers of Mathematics principals and standards, Whole Numbers and their Operations, Algebraic Thinking, Rational Numbers as Fractions, and estimation and mental mathematics.
The National Council of Teachers of Mathematics (NCTM) sets forth the first concept covered. The NCTM has defined six principles of elementary school mathematics and five mathematical process standards. The NCTM Principles are set forth as, Equity, Curriculum, Teaching, Learning, Assessment, and Technology. These six principals are standard groundwork for all educators teaching mathematics. The NCTM Standards are expressed as, Problem Solving, Communication, Representation Reasoning and Proof, and Connections. These standards cover the fundamental grouping of mathematics that educators should be impressing upon their students.
The next major concept that was covered was Whole Numbers and Their Operations. This concept includes lessons that introduced whole numbers, basic operations of whole numbers, properties of addition and subtraction, algorithms for whole...
...weight, the angle between the horizontal and the incline is called angle of repose 𝜽, as shown in Figure 3. In the previous experiment, if we are measuring along the yaxis, the formula will be
ΣFy=0, f=Wcosθand if we are measuring along the xaxis, the formula will be
ΣFx=0, f=Wsinθ.
The coefficient of friction is equal to the tangent of the angle of repose.
µ=fN=WsinθWcosθ, µ=tanθ(Equation 3)
In this experiment, we should be able to determine the coefficient of friction (µ) between contact surfaces as one body moves with uniform motion and establish the relationship between the angle of repose (𝜽) and µ. The rules of this experiment are to keep clean the surfaces of the wooden block and plane by wiping them with a piece of scratch paper or tissue to remove dust and other particles and to make sure not to touch the surfaces that you will use in this experiment to avoid contamination. The materials for this experiment as shown in Figure 4 are string, meter stick, pan, wooden block, platform balance, 5753105545455Figure 4. Materials
00Figure 4. Materials
2750185165036500575310165036500inclined plane with pulley and weights.
The first part of the experiment is “Determination of the Coefficient of Friction” as shown in Figure 5. The first procedure is to position the wooden plane horizontally then measure the weights of the block and pan using the platform balance. Next is to tie one end of the string to the block’s hook and the other end to the pan...