Weekly Report & Reflection Blog Week #4

In my exploration of decimals, I learned that I have been reading/speaking decimals incorrectly. One of the points that the text makes is that when reading a decimal such as 0.34, we are to read it as thirty-four hundredths. However, I have always read it as zero decimal (or point) three four. According to the text, this is the improper way to read decimals. By reading it the way I do, I am slipping away from the understanding of decimals being an equivalent of a fraction. As I reflect on how I read decimals, I think about the example the text gives about reading money. Now, I am left to wonder if this is where I began reading decimals incorrectly. Hopefully now that I am conscious of this error, I will be able to correctly discuss decimal values.

These tools will be useful in my educational activities because it has to do with self-reflection. Prior to reading these chapters, I would not have realized that I was reading decimals incorrectly. Therefore, I can use decimals and fractions combined in educational activities to teach students how the two relate. This may help students learn one concept more quickly once they grasp the other, as well as teach students the proper way to read decimals.

The uses of fractions and decimals are to describe something that is being divided into parts. There is help available online for students to learn how the two relate. My investigation involved exploring Great Games, which is an online gaming site that helps students solve mathematical equations for different units. I explored “Puppy Chase” which involves the computer showing you a fraction, and you would have a multiple choice question where you have to determine what the decimal value for the fraction is. I envision using the tool as a math refresher to contribute to my work in building my mathematical knowledge.

Furthermore, I explored further into Great Games after attempting a game that another student found online. This game is called “Meteor Multiplication”. The game deals with meteors that have multiplication questions written on them. The missile that blows up the meteors has an answer written on it. For each answer, you have to blow up the meteor that has the multiplication equation on it. This is a useful tool that you can use in an educational activity because it teaches students how to use mental math. Due to the nature of the game, you only have a limited amount of time to blow up the meteor equation. This does not leave time to use a calculator or use pencil-and-paper method, therefore forcing game players to utilize their mental math skills. Therefore, this game can develop a student’s mental math abilities, making this skill set stronger.

Lastly, the text reveals different principles and algorithms for both units. This is beneficial to learn and reflect on as a future teacher because it teaches you that there are multiple ways to solve mathematical problems. Some of your students will solve mathematical problems differently than others, and the text reveals the different ways of problem solving. In addition, understanding the differing principles and algorithms demonstrates a gain in your mathematical knowledge because it shows an understanding of whatever unit you are working on.

Resources:

Puppy Chase

Meteor Multiplication

Weekly Report & Reflection Blog Week #2

Retrieved from : https://pixabay.com/en/mathematics-pay-colorful-chaos-80449/

I feel as though there is a negative opinion of mathematics for many students. Some students have the experience of getting an answer wrong, and being called out for it, which discourages the student from enjoying the subject. Many of us feel this need to always have the correct answer, but if we always have the correct answer, we have nowhere to improve.

Personally, I felt confident with math until grade nine came along. Grade nine academic math, I did not do too well in. However, I left the course feeling like I could do better next year. However, when grade ten academic math came around, I had a very discouraging teacher. I was sitting at a 62 in the course, and I so badly wanted to achieve an 80 in the course. During a parent teacher interview, she told me and my dad that I would never achieve an 80 in math, and that some students just don’t understand math. I felt so discouraged by her comment that I basically was at a standstill with my grade that year. Again, I was determined to do better, but this time not just for myself. I wanted to prove her wrong. I wanted to prove that students could succeed in math, no matter what previous grades show. I was in a grade eleven University/College math course that next year, and I passed the course with an 87. I was thrilled, and it made me realize that I actually enjoy doing math when I had an encouraging teacher working with me.

That being said, a good mathematics student is one who believes in themselves, regardless of what educators tell you that you are capable of. Therefore, an excellent mathematics teacher would be one who encourages the student to succeed, rather than bring that student down. This relates to this idea of a fixed mindset and a growth mindset. An excellent mathematics teacher will always have a growth mindset for their students because they know that all students have the ability to do well in math, some just might need more assistance than others.

Lastly, I would like to discuss what I learned in class. I learned how to make the classroom more fun for students, when it comes to different ways kids can learn how to add. Some kids (or all) would enjoy the blocks because it’s hands-on, as opposed to paper and pencil adding. It reminded me of when I was in elementary school, and we used to use these blocks. I thought it was interesting when the 1000 block came out. I knew the block would have to be solid full in order to equal 1000, however, when the teacher mentioned how students ask if it’s full, I thought that was smart on their part, because if the cube of 1000 wasn’t full, it wouldn’t equal 1000, but rather 600. I didn’t have an “ah ha” moment though I was worried about the problem solving activity that we have to do by October 1^st because I realized how easy it is to forget simple math skills when you have been out of practice for years. It will be interesting to see how the students solve these problems, because I feel like I could learn different problem solving methods from them, as opposed to the ones I used.