Problem solving, connections, and representation

The process standards I encountered most during my school years depended on when I developed them. For instance, problem solving was often used during my elementary and middle school years. I came across this again during chemistry and physics in high school. This is when I realized that problem solving is a skill that is critical to life. Connections became a noticeable standard during elementary school. While doing my observations I have realized how important making connections are. Teachers often make connections and use them often with students, though the students may not realize it. Representation also became a part of my mathematical learning during middle school when I began algebra. It was not until high school when I became aware how much representation is used in math.

Assessment

At first when I think of assessment I am reminded of middle school and accelerated math programs. These classrooms had poor atmosphere because the programs are not motivational and involve very little one-on-one work with the teacher. There are many other types of assessment that are  used for mathematics concepts. I have done more multiple choice tests than I can count. I have also passed tests involving problem solving. I do not remember much creative assessment that did not involve writing down the problems and then providing the answers. However, in college I took several tests in which the teacher made sure each problem had a slight modification to it. These tests required critical thinking and problem solving skills.

Aglebra vs. Geometry

Two of the NCTM content standards include algebra and geometry. My mathematical motivation stemmed from my love for solving puzzles. Algebra was fun to me because it involved finding missing pieces, rearranging math sentences, and representation. As well, algebra can be used in many different instances, making it the most used standard throughout school. Geometry, probability, and data analysis often involve algebra.

On the other hand, I was never a fan of geometry even though it often involves algebra.

Many students do not like algebra because it is confusing. However, it is up to me as a teacher to make motivate students and make algebra fun and interesting. I can do this by playing games in the classroom. Teachnology is a great website that provides games and lesson plans involving math concepts. For instance, a fun game for students is "How old did you say?", in which students use a formula to determine the teacher's age (teachnology, 2011).

Teachnology. (2011). Beacon Lesson Plan Library. Retrieved from http://www.beaconlearningcenter.com/Lessons/31.htm

NCTM-Necessary Caring to Teach Mathematics

Of course, NCTM does not stand for Necessary Caring to Teach Mathematics. It actually stands for National Council of Teachers of Mathematics. However, teaching mathematics does take caring as well as hard work, motivation, and interest. The mission of NCTM is to "ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development and research" (NCTM, par. 1, 2011). This council provides curriculum focal points that define what curriculum needs to be taught in each grade. They also define thinking processes that are critical for students to develop such as reasoning, critical thinking skills, and problem solving (NCTM, 2011). Teachers can use these focal points to create effective units and lessons plans for students to learn math.

NCTM. (2011). Mission. Retrieved from http://www.nctm.org/about/default.aspx?id=166

My History With Math

Growing up my parents read to me often. My father taught me to read with a phonics program and I was read to in a rocking chair most nights. But this blog is not about reading, so let me get to the point. My childhood had a focus on learning to read. I am thankful for this and it has been a huge benefit to me. However, not much attention was given to math.

I struggled with math throughout elementary and middle school. I was not motivated and had trouble paying attention. Most of my struggles involved the use of symbols thought I also had difficulties with conceptual knowledge. I distinctly remember middle school making me hate mathematics because my teacher used an accelerated math program and was not willing to help her students when they needed it.

I did not find motivation concerning math until college. I took a basic algebra class. As a straight A students I was surprised when I made a 50 on my first test. From then on I attended the professor's tutoring sessions after classes. He almost taught me math from scratch. I graduated that year with all A's, including that algrebra class.