Weekly Math Report & Reflection Week 2

     Upon examination of this week's readings, it is evident that the Ontario Junior/Intermediate Curriculum content in Mathematics emphasizes that learning math facts, skills, and procedures are important for everyone.  It equips learners with knowledge and skills that are needed in society.  The principles underlying the curriculum recognizes diversity where everyone can learn mathematics and should have that opportunity through active participation.  For grades 1-8, the knowledge and skills that are expected are identified.  The curriculum offers a gradual, balanced math program.  Current technologies that would help math learners are promoted without losing sight that mastering math is the priority (Ministry of Education, 2005). 
     Mathematics is a powerful learning tool that helps students identify relationships between math concepts and everyday/work situations.  It allows students to make connections between math and other subjects; science.  Everyone can do well in math.  It is imperative that students, parents, teachers and principals understand their roles and responsibilities in math education so that vision is realized.  This includes effort, attention, support and encouragement.  
     Learning mathematics prepares students with a powerful way to communicate.  As a teacher, it is imperative to know the overall and specific expectations for each grade in the five strands; Number Sense and Numeration, Measurement, Geometry and Spatial Sense, Patterning and Algebra and Data Management and Probability.  Concepts from each strand are interspersed and used to apply to everyday life activities.  Collectively, there is counting, understanding four basic operations, recognizing shapes, measuring, organizing data, and identifying graphs (Ministry of Education, 2005). 
     More importantly are the mathematical processes that support effective learning.  They include problem solving, reasoning, reflecting, connecting, communication, reasoning and proving, and selecting tools and computation strategies (Ministry of Education, 2005).  In particular, I want to concentrate on the process, problem-solving and apply this model.  I will make my students aware that they need to understand the problem and ask themselves what the question is really asking. They will be encouraged to make a plan (generate examples) and consider possible strategies (diagram, formula).  Next they will carry out their plan, look back at the solution, and communicate how the solution was reached.  To ensure that my students develop a good understanding of math, I hope to be able to explain different ways of getting the answer, provide resources, encourage them to ask questions, and construct their own understanding of mathematics. This strategy encourages independence. 

User:Phidauex. (April 6, 2008). Example of a Magic Square [Online image] Retrieved
     from https://commons.wikimedia.org/wiki/File:Magicsquareexample.svg    


     My main objective is to make math meaningful and provide positive feedback.  The readings for this week helped me develop a better knowledge and understanding about the curriculum content in Mathematics. 
     Excellent math teachers take every opportunity during the instructional/learning processes to help their students develop a positive attitude and understanding.  They empower their students with the seven interconnecting math processes.  Since students learn differently, exceptional teachers use a variety of strategies, instructional and assessment tools to address these needs.  These could include considering individual, co-operative, independent or hands- on instruction followed by practice.   An exceptional math teacher is patient.  They create a classroom environment that actively engages student interest and provide math activities that allow students to construct their own understanding and reasoning. 
     Unfortunately, there are different perceptions of mathematics.  Some are negative. There is a stigma that mathematics is complicated.  It should be every educators goal to support students in developing good math skills and to be comfortable with math.  I learned that when children struggle, they likely give up. There are many ways that I can make learning math fun.  It was evident in class that a starter activity such as "Complete the Settler" allows a student to practice a skill and enjoy the process.  This activity is easy to mark.  The student solves each question, crosses off its answer on the grid which leaves five answers.  The boxes are put at the bottom and the student just has to add them up for the right answer.  It is brilliant.  Another example is to consider the "Handshake Problem" task.  It is an opportunity to show how we solved the problem and explained our different strategies.  The conclusion is that everyone can learn math and everyone deserves this opportunity.

Resources:

Ministry of Education. (2005). The Ontario curriculum grades 1-8 mathematics.  Retrieved
     September 19, 2016 from
     http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf

Small, M. (2013). Third edition making math meaningful for Canadian students, K-8. United
     States: Nelson Education

User:Phidauex. (April 6, 2008). Example of a Magic Square [Online image] Retrieved

     from https://commons.wikimedia.org/wiki/File:Magicsquareexample.svg