Math 213 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 problem-solving 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 problem-solving strategies. The action of students with no prior knowledge of mathematics was quite overwhelming. When time is not an essence and logic does not exist students are surprisingly able to grasp concepts of mathematics. Revealing this process illustrates the importance of encouraging students to take risks while exploring problem solving. With the right tools put into place students can excel and possibly lead the way into higher mathematics.

Week two covered several number systems, functions, patterns, and problem solving strategies. We thoroughly examined the...

...ReflectivePaper - Math 213
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 mind-set 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...

...Reflection on Math
April Thompson
Math214
March 25, 2013
Michelle Carmel
Reflection on Math
In my experience in this course, I was taught and also came across many different concepts of becoming a math educator. By being a math teacher, to me it means that we must know and also process the information that is giving and taught to us as well. I have heard many individuals say themath is an easy subject to teach, because everything is written out for us educators step by steps. But, what they do not know it that this course takes time, and also require a little preparation and knowledge of the subject to teach the students how to perform well in this course. In this class it was viewed as a new experience, and when I referred back to my past math teachers it was brought to my attention that they actually understands how to do the math and in many different ways other than just what is in the book. I tend to do better and remember the math concepts longer when I am actually practicing on the assignments. It is easy to just write out the math problems steps from book or from a lesson plan, but to really take the time and to explain the steps in a way for all students to understand the problems takes practice and an understanding of the math ourselves. Becoming a math teacher...

...MATHEMATICS
SAMPLE TEST PAPER (SEMSTER II)
CLASS VI
Class:6
Time :2hrs
Max Mks:45
No of pages: 3
General Instructions:
All questions are compulsory.
Questions 1to 4 carry 1mark each.
Questions 5to 7 carry 2mark each.
Questions 8 to 12 carry 3mark each.
Questions 13 to17 carry 4 mark each.
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1. Rohit has 8 blue balls, 5 red balls and 12 yellow balls. What is the ratio of blue and yellow
balls?
2. Name the side, vertices ad diagonals of given figure.
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w
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3. How many right angles do you make if you start facing south and turns clockwise to east.
4. Construct a line segment having length of 2a
5. Write the number of sides and angles of below figures
6. Draw the mirror image of the given letter
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w
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7. Find the perimeter of the rectangle with l= 3.m-6m B= 2.6m
8. Draw a line segment XY of any length. Now,without measuring it , draw a copy of XY
9. Given RS = 2.3 draw AB such that the length of XY is thrice of RS verify by measurement.
10. Find the perimeter of a regular octagon with sides 12.8 cm.
11. Find the No of faces, No of corners, No of edges of a cuboid
12. Measure each of the marked angle with the help of protractor
13. Prove that a square is a rhombus with all its angles at right angles.
14. Draw a rough sketch of a pentagon and draw all it diagonals. How many diagonals can you
draw
15. Draw a circle of radius 5.4 cm...

...
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 K-8. The two-part course also addresses the relationship concepts to the National Council of Teachers of Mathematics Standards for K-8 instruction (Billstein, Libeskind & Lott, 2010). This semester, which presented the second half the two-part 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...

...Math 213
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 number operations,...

...A Reflection of Krystal
Krystal Peck
PYS 202
Denise Antoon
August 6, 2012
I. Introduction
A. Thesis Statement- My life may not be perfect but its mine and I choose to live it to the fullest. I have gone through many trials and tribulations and have learned many things from my experiences, most of all I have learned to just take it one day at a time. My past helps make my present possible so that I make the future happen.
II. Body Paragraph #1- My childhood laid the groundwork for my journey into adolescence and adulthood.
A. John Locke said “the mind of an infant is a tabula rasa (a blank slate) on which the world writes; all ideas come from experience” (Witt & Mossler, 2010, section 2.1, para. 4).
B. I truly believe that when we first come into the world that we are “blank slates” and we learn everything we know from our parents and the people who surround us on a daily basis. We generate our general knowledge from those closest to us, the people we depend on for our survival in the early years of life. My mother was and is my lifeline, she helped mold me into the person I am today.
C. As a child, you learn just about everything from experience. For example, I learned to spell at the age of 2 because my mother not only spoke words to me, she spelled them out to me as well. I was able to spell and understand large words such as boa constrictor at the age of 4. Had I not experienced this, I doubt I would have been able to spell and read at...

...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 K-8 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...

...Cindy Wright
March 14, 2011
University of Phoenix
Math214 Reflection Paper
The course, mathematics for Educators II, is the second of a two part of a course intended for elementary education students. It is a five week course and we studied the basic ideas of mathematics that could be taught in the classroom. I feel that I have learned a lot in this course in the past five weeks. The focus of part two of this class was measurement, geometry, probability and data analysis.
Data analysis and probability are the first concepts tackled in this course. I learned that probability can be determined experimentally or theoretically. Sample space, events and the Law of Large Numbers are covered as well, this lead into the Multiplication Rule for Probabilities and a short study of simulations. Other topics covered were odds, expected value and conditional probability. I learned that different types of data can be interpreted through the use of graphs, tables and charts, pictographs, line plots, stem-and-leaf plots, frequency tables, histograms, bar graphs, line graphs, pie (circle) charts, box-and-whisker- plots and scatter plots are thoroughly discussed as well as mean median and mode. The last topic of discussion in this chapter is the misuse of statistics and ways to avoid it. By the end of the first week the student should be able to apply the basic concepts of probability, use the appropriate methods to analyze data and develop...

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