Winter Quarter Math Blog 1

Today in class, I mostly learned about different ways to come up with the same solution, as we did in finding the functions for the garden.  While I quickly saw patterns and would come up with a function, my partner was able to come up with a totally different way of finding the solution.  In our first problem, which I was able to quickly solve, I did not allow my partner enough time to follow through with her thoughts, therefore, my method deterred her complete thought process.  As we continued working, I knew that I would have to keep my solution to myself for a while until my partner was able to complete her thought and come up with her own solution.  Then, we would show the other person how we came to that conclusion and from there were able to brainstorm alternative methods of finding the solution.

As a teacher, I know that there are many ways to solve the problem, I just need to allow the students enough time to explore their thoughts before everyone share, as to know skew their ideas.  When everyone’s ideas and methods of solving the problem are so different, how do I present the information in a way that will cater to all of those students’ needs (to make sure they understand the information)?  I’m sure that, over the years, I will learn more ways to solve the same problems giving me real examples to use and reference, but what about the first years?  Will the way that I see the problem and present it be enough for every student?  I’m afraid not.

When I do present math in class, especially in my dyad placement, I would often notice that either the language I used or the way I presented the problems was insufficient, making me think about how I could have present the information better, so the students will actually learn the concepts.  When planning new lessons, one thing I strive for is alternative ways to explain concepts or solving problems (which can be found in the modifications section of Jean’s long form lesson plans).  If there are new ways that students come up with solving or explaining, I can then make notes on the lesson plan, so I can use them in the future.