Reflective Paper
Coswella Carr
University of Phoenix
Mathematics for Elementary Educators I
MTH 213
November 17, 2011
Adam Nehme

Reflective Paper

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 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 problem-solving, communication, representation, reasoning and proof, and connections. In week two, the concept that was discussed was Algebraic Thinking and Problem Solving within this concept we solved problems by using patterns, numerical relations and functions. We also used algebraic symbols to represent mathematical situations, and models, such as graphs to represent quantitative relationship. In Week three and four, we discussed the Number Theory and Rational Numbers and Rational Numbers and Applications. These units are involved in solving fractions, decimals, and percent problems by making estimates and applying the number theory. Throughout the entire course including week five, this math course has incorporated the real...

...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 developing student’s problem solving skills,...

...ReflectivePaper
Desiree Luna
MTH/156
Professor Lee
2/12/2012
As my 1st math class for elementary teachers is ending its time to reflect on all ive learned these last 9 weeks. We focused on many math topics such as algebraic thinking, problem solving, number theory, rational numbers and applications. Many vocabulary concepts and symbols were memorized in these weeks. Of all these topics the most important concept I learned in this class was number theory and set notation. The most difficult skills for me throughout the class were anything involving fractions. All of these concepts learned throughout the 9 weeks are relevant to the characteristics of a professional math teacher. This course has helped me develop my own understandings and ideas to bring fourth to my own class.
Of all of the concepts and topics taught in this class I felt that number theory and set notation was the most important. One reason for this is because this was completely new to me. I don’t remember learning this in school or maybe I didn’t learn it. It’s important for me to grasp the concept because I will need to teach this to my students The second reason is number theory and set notation have a lot of vocabulary and a lot of subtopics to grasp, which are all very important. A “set” is a collection of items, which are also called elements. The elements do not have to be numbers. A= {apple, juice, sandwich, chips}. This set describes what I had...

...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,...

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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 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...

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ReflectivePaperMTH 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 weeks, the concepts of geometry...

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This paperwork includes MTH213 Week 5 ReflectivePaper
General Questions - General General Questions
Prepare a 700- to 1,050-word paper synthesizing the major concepts addressed in this course. Include the following in your paper:
· Summarize the major mathematical concepts of this course.
· Explain how the concepts learned in this course are relevant to the characteristics of a professional mathematics teacher.
· Determine how the course concepts have influenced your own ideas and philosophy of teaching.
Format your paper consistent with APA guidelines
Pick your friends in college wisely. Similar interests and discipline are important. When you are around hard working, successful people, you will be inspired to work equally as hard. That is not to say that a good time cannot still be had. Look for people who have a healthy balance in their life.
This paperwork includes MTH213 Week 5 ReflectivePaper
General Questions - General General Questions
Prepare a 700- to 1,050-word paper synthesizing the major concepts addressed in this course. Include the following in your paper:
· Summarize the major mathematical concepts of this course.
· Explain how the concepts learned in this course are relevant to the characteristics of a professional...

...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...

...ReflectivePaper
Assignment
Brenda Jackson
July 2, 2011
Math/156
University of phoenix
Reflectivepaper page 2
This course is the first of a two-part series designed for k-8 pre-service 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 k-8 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 examples, so they may understand the concept easier.
The concepts learned in this...