So far this math course has been easier to digest than I think some were initially assuming. There was a definite sense of uneasiness and stress when the topic of math was brought up in the first weeks of school. The topics discussed have been broken down very well and are not overwhelming as they incorporate a great deal of collaboration.
In session 1 we just took a look at the syllabus and what was ahead in this course, so we will move on and discuss sessions 2 and 3. The second session was a great introduction to see the different types of strands of mathematics (number sense and numeration, measurement, Geometry and spatial sense, Patterning and algebra and data management and probability) as well as steps to problem solve effectively (problem solving, reasoning and proving, reflecting, selecting tools and computational strategies, connecting, representing and communicating). We then used these tools and learned the skeleton for the basis of a basic 3 part lesson plan and problem solving; minds on, action and consolidation and connection. From there we talked about some examples of activities we could implement into a classroom such as a gallery walk, math congress or a bansho. All this information was extremely valuable as it gave a variety of ways to teach a variety of different learners. This lesson was amazing at setting up the expectations of us and the student (in the curriculum expectations document we looked over) as well as how to implement and fulfil those expectations. For those tactile learners in the class, we actually ran through some example problems and used some of these methods to see how they’re effective first hand.
In session 3 we looked more specifically into the strand of number sense and numeration. Beginning first with the concept of operational sense, we learned about the commutative property, the associative property and then were introduced to some manipulatives to get a visual/tactile look at them. We then went over some concepts to break down more complex problems like partial sum addition, column addition, trade first subtraction, counting up subtraction, partial differences subtraction, partial product multiplication, lattice multiplication, area model multiplication, partial quotient division, traditional method division, area model and column method division. Like mentioned from the last session, the large variety of options with how to tackle problem was amazing as it recognizes the differences between students thinking and encourages many different approaches. Again at the end of the lesson, we broke into groups and had to implement some of these tools which was very useful. This allowed see from a student's perspective and hopefully will better prepare us to guide them more effectively through similar problems.
In the first two sessions (2-3) I have definitely learned a lot about math, but even more about how to approach a multitude of problems. I definitely have taken away the fact that math is very collaborative and very applicable to logic reasoning and reflection when tackling any issue across many disciplines. I look forward to learning more and sharing my experiences with you!
- Jacob Kerr
- Jacob Kerr
