Over the years, experience has shown me the difference between learning and getting good grades. While
Over the years, experience has shown me the difference between learning and getting good grades. While
Dave drives to work each morning at about the same time. His commute time is normally distributed with a mean of 42 minutes and a standard deviation of 4 minutes. The percentage of time that his commute time lies between 50 and 54 minutes is equal to the area under the standard normal curve between ___ and ___.…
I have always tried to earn good grades in school, and when I didn’t, I worked to make them better. This work ethic began in high school when I realized the importance of my grades. I knew…
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 child catch up with the class without making the child feel bad about…
On Wednesday, April 7, 2010, I was blessed with the opportunity to sit in on a Mathematical class at John F. Kennedy Middle School in Riviera Beach, Florida. This was an opportunity to observe the function of a core class at the school that I teach and Substitute for. The teacher’s name was Mrs. Minor-Walker, which is one of our 7th grade teachers. When I walked into the classroom, I shook her hand and informed her of what I was intending on doing today. She was more than glad to assist with my assignment. These students were seventh grade students. This was an intermediate class, in which most of these children have encountered some sorts of issues with comprehending Mathematics prior to this year. Due to the…
Marilyn Burns, the author of the article "Nine Ways to Catch Kids Up" realizes that a handful of students are at risk in each classroom. Burns came into this realization after talking with a student named Paul about multiplication. She discusses three issues that are essential to teaching mathematics. This includes helping students make the connections among mathematical ideas, to build the new information on the student's previous learning foundation, and to accompany correct answers with an explanation.…
If my neighbor asked me what I learned in this math course, I would tell her "probably the same thing your kids are learning in school." As our generations progress, so does the advancement of the math that is taught to our kids in school. What I mean is, what may be considered a college level math course today, could easily become something that is taught in middle school in the future. Honestly, this course has a lot of elements that are reminiscent of grade school level math. However, those foundations are brought…
For the Learning trajectory assignment I reviewed the 2nd grade math curriculum as presented by Bridges Mathematics Curriculum. I picked three lessons from Unit 3 Module 2 (Adding and Subtracting on the Number Line) that I felt would encourage students mathematical skill development. For the course of this write-up, I will be referring to the information presented in my Learning Trajectory as I investigate further the content of these lessons.…
Student’s success in math begins with a solid foundation in the rudimentary rules of one to one correspondence, stable-rule, and the cardinality rule. Mastering these fundamental rules creates a sound framework that will help support intrinsic learning and appreciation for all kinds of students. This includes ELL and those students with specific learning disadvantages. Effective Math instruction during this critical time is necessary and requires innovative lesson planning to ensure the information is understood by a diverse learning audience. This essay will showcase some of these instructional strategies.…
My eleventh grade year was arduous. Not only was I concerned about passing five Georgia High School Graduation Tests (GGT), but math III was complex. math III was full of foreign concepts and equations. Overtime, I grew excited about learning new concepts in math III. My teacher was a great influence upon me. He regularly encouraged me to work hard. With his support and endless determination I was committed to succeeding. A few weeks went by and class was going great. We were learning how to plot linear functions, factor polynomials, and how to find missing sides on a right triangle. I was very consistent with studying and reviewing past assignments. I knew if I did not study I would not pass the tests. As the end of the semester grew near, I grew concerned about the final exam partly because I had forgotten a few of the earlier lessons in the class.…
For instance, some people might think that a professional mathematics teacher is somebody that wears glasses and is stereotypical nerd like demeanor; mean while others might visualize a very uptight and strictly teachers that’s likes their student to solve a problem the same way they show them instead of finding a shortcut and is easier for their students to understand the concept and how to solve it. When I think about a very uptight and strict mathematics teacher, I picture someone that teaches on a college level like a college professor. Some may say that a very uptight and strictly mathematics teacher is stereotypical military general like demeanor. In the first week, we discussed the NCTM mathematical standards and processes. I think that in the first week of class the NCTM mathematical standards and processes is relevant to the characteristics of a professional mathematics teacher is that because at least three out of six NCTM principles which are curriculum, teaching, and assessment are part of the professional mathematics teacher characteristics. For example, curriculum is more than a collection of activities: it must be coherent focused on important mathematics, and well-articulated across the grades, teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well, and assessment should support the learning of mathematics and furnish useful information to both teachers and students. In week two, the concept Algebraic Thinking and Problem Solving is where a teacher can show their class how to use numerical patterns, relations, and functions to solve problems. In week three and four, Number Theory and Rational Numbers and Rational Numbers and Applications is where teachers can predict operational outcomes, apply properties of integers, make reasonable estimates, apply number theory to…
My conclusion, as I took this class my understanding of Christians has being a good outlook for me, in the way that God wants us to live. As I have outline about Jesus did not claim to be God, but he did state that I am the Fathers and Son. And if a person is a Christian, does it matter how they live their life, yes it does because they are suppose to be God leader in order to help others come to God. The local church can communicate God’s love to the community by going out and taking time to help the community understand the meaning of God.…
Algebra, the foundation of all higher level mathematic courses, and I would prefer if my students take this course in middle school, but it can be taken in freshman year of high school as well. I was told by the librarian that this book would be great for self-study and easy comprehension of the Algebra course. This is the bare minimum of easy, the last course that I would definitely recommend be taken in middle…
I never came kindly to the subject of Math. Math was always about constant rote memorization, full of extensive redundant notes that always found their way stuffed into the folds of my notebook never to be seen again. I held onto this impression the entire duration of ninth grade. However, upon a simple happenstance of acquiring the right math teacher with a different approach to math, I became increasingly aware of my previous errors in thinking. Everything was not as unyielding and tedious as I thought it was. Experiencing a teacher with a powerful new perspective altered my rigid frame of thinking, allowing me to excel in math.…
In that first year of teaching, Mr. Escalante was confronted with many obstacles. The school was in the verge of loosing its operative certification; many students scored poorly in their academics, had problems with drugs or were involved in gang violence. As a new teacher, he constantly felt frustrated, with a sense of guilt for not inspiring his class to love math the way he did. Subsequently, and against all the odds, Mr. Escalante made a great contribution in the lives of students, and transformed the face of the College Board’s Advanced Placement Program® (AP®).…
In considering how I learned the material in the course and what behavior patterns I…