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, and mental mathematics and estimation. This chapter is fundamental to learning mathematics because this is the foundation needed to expound upon as you progress to higher levels of mathematics. In order to advance in mathematics, one must understand numbers, and the different ways of representing numbers. Another major concept that we studied was Algebraic Thinking. Algebraic thinking is what will prepare students for successful experiences in algebra in the present and the future. This particular concept allowed the class to...
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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 mathematicalconcepts 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 mathematicalconcepts 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....
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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 mathematicalconcepts 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 mathematicalconcepts were cover throughout chapters 9 and 10 of A Problem Solving Approach to Mathematics for Elementary School Teachers.
The mathematicalconcepts covered during...
...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 students with no prior knowledge of mathematics was quite overwhelming. When time is not an essence and logic does not exist students are surprisingly...
...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 mathematicalconcepts 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 mathematicalconcepts 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...
...ReflectivePaper
Assignment
Brenda Jackson
July 2, 2011
Math/156
University of phoenix
Reflectivepaper page 2
This course is the first of a twopart series designed for k8 preservice teachers to address the conceptual framework for mathematics taught in elementary school. The focus of this course was on real numbers properties, patterns, operations and algebraic reasoning, and problem solving. The relationship of the course concepts to the National Council of Teachers of Mathematics Standards for k8 instruction was also addressed.
There were many concepts we learned in this course, but I think the most important topic that we covered in week two, the mathematical processes. I choose this topic as most important because we as future educators of America must know the mathematical processes and how they each work in a given situation.
The most difficult concept for me was in week eight when we solved fractions, decimals, percent and real number problems. This concept was difficult because I had to spend more time on them. My biggest struggle was fractions and decimals because I do not use them on a daily basis. When I am helping a struggling child with fractions, I will use food, candy, or manipulative to teach them fractions in addition to helping the student in the classroom by letting him or her be part of my...
...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...
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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 reflection paper, I will also summarize the major mathematicalconcepts, 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...
...ReflectivePaper: Teaching Biblical Principles
Jolie A. Thorpe
Liberty University
Education 531
September 2, 2012
Professor Kelly Bingham
ReflectivePaper: Teaching Biblical Principles
According to Websters Dictionary a principle is defined as a “comprehensive and fundamental law, doctrine, or assumption,” (principle, 2012). There are two different ways to understand the concept of principle, worldview and Biblical perspective. The worldview of principles focuses on human direction, and it is influenced by Satan. Teaching students principles that are established in the Word of God provides spiritual guidance. Christian schools or homeschool forms of education can deliver Biblically based principles throughout the curriculum. Whereas in the public school educators are limited to moral or character education.
History of Character Education
From the Pilgrims to the Founding Fathers, America had its beginnings in Christianity. Up until the 20th century, Christian principles were unquestionably a part of education. Students received character education through discipline, the teacher’s example, and the daily school curriculum, which included the Bible (Lickona, 1993). However, Darwinism introduced evolution, a lie of Satan. The theory of Darwinism catered to man’s sin nature of self, and people openly questioned God. As God’s existence became a doubt, morality also became an uncertainty...