Blog # 3

This week discussed Number Sense, and Numeration. 

I enjoyed the video with Jo Boaler on brain crossing. She connects with the way our brain interprets, and conceptualizes information. The idea that we can reformulate how we discover math was very interesting to me that our number sense will light up when activated by the visualization ideas like estimating numbers and accessing symbols that flow across the entire brain pathway.

Developing Math Literacy:

Students at the J/I level are at a transitional stage where mathematics will help sculpt the success they have in secondary, and ultimately impact their career paths. Generally, a sound understanding will have all the variables relating to real world issues. Addressing the importance of richness to connections, “teachers must be agents of change that they did not experience as students” (Anderson, D. S. & Piazza, J. A., 1996.)

Minds on: Suggests how to get students mentally engaged in the first minutes of the class and establishes a positive classroom climate, making every minute of the math class count for every student.
Action! suggests how to group students and what instructional strategy to use. The instructional strategy chosen outlines an effective way to support students in learning the specific concept or skill. These strategies reinforce the connections with literacy and learning for life, as appropriate.
Consolidate/Debrief suggests ways to ‘pull out the math,’ check for conceptual understanding, and prepare students for the follow-up activity or next lesson. Often this involves whole class discussion and sharing. Students listen and contribute to reflections on alternate approaches, different solutions, extensions, and connections. 

These are the types of lesson plans we reviewed in class! This was an eye opening experience for me as I did not fully understand the expectations of broader based learning until today.

We explored this question and were asked to find multiple ways to solve it. At first I was frustrated because I couldn't think of an answer. Then another group started giving examples like, area, money etc. I began to analyze the question further as follows: 

If 4 Quarters equals $1 then 28 Quaters is $7. Therefore, 25 X 28 = 700.  Where as before my mind would of directed to finding out what X 25 equals 28 with no reasoning for that logic, or formula. 

Dan Meyer's Talk is where I discovered my reasonsing for the process rather than the answer.  He showed a pyramid of pennies, he has them ask questions as to what factors they needed to know to get the results. He introduced the formula at the end. However, the questions was not assessed based on correct, or incorrect. The question was based on closest answer. Proving to me that the process of inquiry was far more valuable than the outcome. On my first observation day I learn't that the mathematics curriculum is no longer based on a scoring guide, but rather a rubric of best suitable response. I really enjoy this as it allows for students to feel more confident, that their way of solving a problem has a safe space to resonate. 

To See Dan Meyers Talk: https://www.youtube.com/watch?v=YG9oqlQdVp0#action=share

Blog # 2

Today we touched on pedagogical content knowledge. We learn't to unpack, make connections, mathematical ideas, sensibilities, critical ideas, and play driven lessons. We touched on grades 1-8 in the Ontario curriculum suggesting that the central idea for lesson plans should be to make a plan, do the plan, and generally see how you did naturally. Solving the plan should model the natural process to build the same schema for students. 

We touched shortly on brain plasticity, and neroplasticity where the hippocampus grows after inquiring efficient information. I found this information really interesting in discussing the original algorithms we learn't in the early 90's. The potential that everyone can learn math if its taught in a more tactile and diverse way stood out to me the most. Using group lesson plans, open-ended questions, multiple entry points, and a high ceiling mentality.

I thoroughly enjoyed this youtube video on Brain Crossing:

The example of London Taxi drivers really stood out to me. Comparing learning complex routes, by repetition, and the study of brain growth and its ability to adapt. That there isn't difference between high- low ability learners that all students can change in 3 weeks, or a year. Every child has the ability, and potential to grow and each learning experience changes their fixed ability. I am excited for the potential to rewire our society and provide resources for new generations of learners to think out side the box! 

An Introduction to Math

Hey Everyone,

I would like to take a second to introduce myself, and my relationship with math. I have a learning disabilitiy with math that highlights a difficulty with cognitive understanding and my working memory.  With this in mind I have always struggled with math throughout my academic career.
In elementary school I spent many nights crying because I didn't understand the expectations, and I felt very overwhelmed with how I was taught to learn. In high school I spent many math exams in a separate room, with formula sheets, and the use of a calculator. Needless to say, when I entered the classroom on day one I had many fears regarding math.


Although, I am highly optimistic that I will rediscover passions for math that I never knew existed. I enjoy the open concept, and inquiry based learning. I also enjoy that the curriculum doesn't implement right or, wrong. I love that the curriculum has introduced level based learning.  I hope to explore these adaptations over the next two years so I can successfully alleviate the fears of my prospective students in the near future!

Looking forward to it!