July 2, 2011
University of phoenix
Reflective paper 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 course are relevant in many ways to the characteristics of a personal mathematics teacher. First of all the concepts in this course were based on the guidelines of the National Council of Teachers of Mathematics Standards for k-8 instruction. The council encourages teachers to encourage students by having fun while being taught for example fractions. Another way the concepts learned in this course are relevant to the characteristic of a professional mathematics teacher is the No Child Left behind Act. This course showed us ways to help the struggling...
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