Makeadifference08's Blog

Videos

makeadifference08 — Tue, 17 Nov 2009 01:55:28 +0000

I thought it was so interesting how the students were able to speak in general terms about some of the different shapes and objects but seemed unable to identify specific characteristics or why a shape is a certain shape. For example, the students were unable to say what made a triangle a triangle.

Teachers should teach students in a way that allows them to develop a deeper understanding of shapes and geometry. Students should be aware of specific characteristics or what makes a shape a specific shape.

For example, in video one the student was able to gesture what a triangle, square and rectangle was but never verbally explained how to differentiate one shape from the other. The student never said, a triangle has three sides or a square has four equal sides. When working with a student like this, the teacher should allow the student to interact with various shapes in various environments and understand characteristics that are associated with each shape. In the second video the student seemed unsure about what a triangle was. Initially the student thought a triangle was no longer a triangle as it changed positions, but then changed his opinion. When working with a student like this, the teacher should help the student to realize that a shape does not change simply because it’s position changes.

When working with students like these, and the others from the videos, I believe it is important to allow these students to explore objects and shapes and become aware of how they may look different or change.

Diagnostic Project

makeadifference08 — Mon, 02 Nov 2009 13:54:17 +0000

I really enjoyed doing the five lessons for the diagnostic project. I learned so much from these lessons! I planned five lessons with all the key parts, such as focus and review, teacher input, guided practice, etc. But when actually doing the lessons I noticed that I didn’t follow my lesson plan word for word. Sometimes my students flew right through the activity and other times they struggled and needed more practice or extra help. As a teacher, I must learn to be flexible. Some lessons will be followed word for word, and others will not. Everything is based upon the students. Because this is only one project, for one class, and one semester, we only have so much time. When I was implementing my lessons, I would have liked to have more time. I felt like my students may have needed more practice using a representational manipulative. I think in the real world of teaching I would have had that extra time. But for the purpose of the project I did what I was supposed to do.

I also noticed that some of the transitional activities and alternate algorithms are confusing to my lower students. When I was teaching them how to solve math problems other ways, I felt like I was confusing them more than helping them. The students didn’t understand the concept, and therefore the alternate algorithm seems even more confusing than simply using the standard algorithm….. Sometimes I was a little frustrated because I know how transitional activities can be really helpful, but some of my students may not agree.

Fractions Module

makeadifference08 — Mon, 26 Oct 2009 23:39:18 +0000

It is inevitable that some students will understand fractions, and others will have many errors when learning fractions. Math instruction should always begin with a concrete manipulative. Students need to be able to see what 1/2 of 1 looks like, or even what 1/2 of 1/2 looks like. Students need a visual representation of these fractional parts in order to be able to compare, add, multiply, subtract or divide them. The tools we explored in the modules can help students visualize fractional parts. The tools are interactive and students can practice doing math with the tools. For a student like Robbie from Ashlock’s chapter on Addition and Subtraction with fractions and decimals, he could use the Fraction Track tool to see what two fractions equal when added together. He could then compare his answer and see that his is unreasonable. A student like Robin from the same chapter would benefit from using the Equivalent Fractions tool, which would allow her to see when fractions are equivalent and not, so then she could improve her computational skills. Cuisenaire rods are a great manipulative to introduce fractions with. Paper strips can also serve as an awesome tool. Even have students cut and label their own paper strips as to develop a deeper understanding of each fractional part. When students are struggling with fractions they should be brought back to the basics, with a concrete manipulative such as the ones explained above. Everything is much more clear to the mind when we can see it with our eyes!

Fractions

makeadifference08 — Mon, 26 Oct 2009 22:43:04 +0000

The very first sentence explains so much! “Teachers and researchers have known for many years that traditional instruction in fractions does not encourage meaningful performance from most students.” If only more educators actually acted based upon this… If we do not equip our young students with the proper knowledge of rational numbers they may eventually miss their window of opportunity, just as the article explains. It is scary to know that of the problems presented in the very beginning of the article, 90 percent of eighteen and nineteen year old students were unable to answer 50 percent of them. If they don’t know it by eighteen or nineteen I highly doubt they will every know it. Students need more experience with fractions and rational numbers. The article goes on to explain that many students in college are succeeding academically simply by learning patterns for calculating and not actually using an understanding of derivatives. Mathematics education should be assessed and improved so that students are not being allowed to slide by. It is our responsibility as educators to teach for understanding. We need to work with our students until they understand! Identify where they are, and meet them there in order to bring them to where they need to be.

Math and Children’s Literature

makeadifference08 — Sun, 18 Oct 2009 17:27:32 +0000

Teachers should always take advantage of opportunities that afford children learning experiences across various content areas. I love the idea of introducing a math concept by simply reading a book. Both articles we read about children’s literature and math, featured reading a book to students and having them do an activity that directly relates to the book and the math concept. The article, “Making Connections Through Math Related Book-Share” stressed the ability of literature to support English Language Learners (ELL), allowing them to focus on a math concept while also strengthening their reading skills and English proficiency. This is so good for ELL’s! Also, children can relate to the concepts in a book with their everyday life. Making that real life connection with a math concept is much easier than learning a math concept in isolation. The strategy’s that were listed in the “Making Connections Through Make Related Book-Share” were awesome! Teachers should definitely use these strategies with teaching students! Students can greatly benefit from it.

Friendly Mr. 10

makeadifference08 — Sat, 03 Oct 2009 16:00:55 +0000

Finally more and more educators are breaking mathematics education down into simpler, easier to understand concepts. Ten is the Magic Number illustrates how teaching students to work with numbers based on ten allows them to increase their computational speed and further develop their understanding of numbers. For example, using an open number line the student pictured in the article began to solve a subtraction problem more easily.

Developing number sense is vital to understanding math in the upper grades. Students should be provided with many opportunities to “compose and decompose” numbers just as the article stated. When composing and decomposing numbers, students are then able to understand the relationships between numbers, and create their own meaning and understanding. Many of us grew up learning math rules and not the meaning behind the rules. Using friendly and magical number 10 students can start to be less dependent upon math rules and develop deep understanding of mathematical concepts.

Teachers should let go of the rules, as the article suggests. Math is really about numbers and the relationships between numbers. The tasks that teachers develop for their students should reflect these relationships and should not be based solely on rules.

So are the Chinese really smarter than us Americans? The Chinese simply name their numbers differently which is probably why they have a better understanding of numbers. For example, twelve is “ten-two” and thirty-four is “three tens-four.” Does our naming of numbers really make logical sense?

Magic Manipulative… Really?

makeadifference08 — Sat, 19 Sep 2009 16:05:09 +0000

I read the article “Manipulatives and the Reform of Math Education.” My first thought… very interesting.

So what role do manipulatives play in mathematics education? You go into some classrooms and never see the students using any sort of manipulative when completing math tasks, and then you go into other classrooms and you will find students working hard using an appropriate manipulative. Do students really need to start math with a manipulative? Some may argue upon the correct answer to this question. I think the answer is yes.

Beginning a new concept with a manipulative helps the student to understand the action that is happening when you add, subtract, multiply or divide. If the student has a hands on “right in your face” view of math they can easily move on to more complex math concepts. AND it helps students develop a better understanding of math actions. Before my summer math class at UNCC I never truly understood math, and I definitely didn’t like it. But after becoming familiar with the manipulatives and the ACTION language, a light bulb went off in my head. Now… I actually love math and can’t wait to teach it!

In the article, a student challenged the idea of what an even and an odd number is. Of course he was told he was wrong, but in my mind students should be encouraged to think out side the box and challenge concepts that have been made by other people. Even though his thoughts were not correct according to the definition we all know of an even number, he still should have been encouraged to explore numbers the way in which he was doing. Giving students encouragement to seek out their own meanings and ideas, whether or not their ideas are all “correct,” will aid them in the learning process. It’s called creativity. Don’t ruin it for the students.

Also, FYI teachers! You can’t expect your students to understand how to use the manipulatives. First explain how to use the manipulative, and model it for your students. Maybe break them into small groups so you can indicate what mistakes students might make before you actually give them math problems to do own their own, or as a class. If you have smart board, or an overhead use it! Have your own set a C-Rods or base 10 blocks, or whatever you are using, and work it out so the students can compare their solution to yours. Its all about modeling!

I slightly disagree with the article as it states students will “fall off their bicycle once their training wheels are removed.” Yes, this would be true if you went from using a manipulative straight to doing the standard algorithm. Following a more appropriate pathway would guide your students into successfully moving from manipulative to standard algorithm. You do not want the students to simply use the manipulative to get the correct answer, but rather use the manipulative to see the action that is taking place, just like it takes place in a standard algorithm. Use the 9 Elements of CAMMP!

Im Baaack!

makeadifference08 — Thu, 27 Aug 2009 00:14:38 +0000

Greetings!

Well the summer came and quickly left. Maybe a little too quickly! Either way, it’s gone and time to buckle down for this crazy semester! Full-time internship at a wonderful elementary school plus graduate school classes plus school work!!!

I’m back again making posts thanks to Dr. Polly!

Here we go semester!

Tips for Teachers

makeadifference08 — Wed, 17 Jun 2009 19:54:13 +0000

School employees, students, and parents must be aware that access to the Internet will be withdrawn from users who do not respect the rights of others or who do not follow the rules and regulations established by the Charlotte-Mecklenburg School System.
Be aware of the purpose of internet access and strive to ensure its purpose is met in your classroom. (The purpose of internet access in CMS is to support the implementation of Charlotte-Mecklenburg Schools’ Performance Standards and the North Carolina Standard Course of Study, to enhance learning opportunities by focusing on the application of skills in information retrieval, searching strategies, research skills, and critical thinking, and to promote life-long learning.)
Use the internet in a responsible, efficient, ethical and legal manner (CMSNET will be used in a responsible, efficient, ethical and legal manner and must be in support of the educational objectives and the student behavior guidelines of the Charlotte-Mecklenburg Schools. Transmission of any material in violation of any federal or state regulation is prohibited.)
Help students understand the dangers that exist with using the internet like unwanted sexual messages, solicitation and harassment.
Be aware of cyber bullying! Know what it is and how to encourage your students to not take part in such behavior. Talk to your students about cyber bullying so they understand how it affects other people. But do not attempt to discipline students for cyber bullying that takes place off school grounds.
Educate yourself on internet safety so you have the adequate knowledge to teach your students about internet safety.
Do not steal music, videos, or any other type of electronic media.
Ignorance is not okay. Educate yourself so that you do not make any unethical decisions.
Do not allow anyone to have your username and password on the school’s internet. If they do inappropriate behavior on the internet you will be responsible for it.
Take advantage of the internet and use it in your classroom to educate your students.

Source

Charlotte-Mecklenburg Schools, Kannapolis Schools

The Benefits of Technology

makeadifference08 — Wed, 17 Jun 2009 17:47:23 +0000

Our world IS technology! The students we will teach will grow up completely surrounded by technology and it is important that teachers utilize good technology within the classroom. The use of technology can benefit student learning in a variety of ways. The use of technology like video clips or music to teach content will immediately engage the students. Teachers should step outside the box and use creative technology that students will be sure to pay attention to. Using technology in the classroom exposes all the students to technology that they may or may not have been familiar with. The use of technology will help these students to be more accustomed with technology and feel comfortable using it for homework or a school project. Technology is modern and apart of the everyday real world. Bringing that into the classroom will prepare students for the world outside of the classroom.