Math Philosophy

When I face a roomful of children, I hope that I can keep math as engaging for them as my teachers kept it for me. Math should not be about impossible problems that take hours and hours of work. I do not want my students to hate math because it was too hard. I want my students to be challenged, but too enjoy that challenge. I want them to feel the same rush I had when I got the correct answer to a complicated problem. 

I think the key to teaching math is to keep things moving at a pace fast enough to keep children engaged, but not too fast that they fall behind. It is also important to try and make math relevant. Students usually understand something better if it can relate to their life or interests. I also plan to make math hands-on and engage the students. I hope that I can teach my students to develop a love or liking for math.

My math philosophy is first to understand that not everyone likes math and excels in it. I want my students to feel that they can ask me questions. I do not want them to feel like no one is going to help them along on their journey. I will use the state’s standards to help me plan my units for the year. I will also be flexible and realize lessons might not always go in the direction I plan because the students get interested or excited about something. It is very important to teach math because math is everywhere and such a big part of our lives. Mathematical knowledge opens doors of opportunity.

Math Lessons

A few of the student's flip books.

Math Lesson: We made flip books with a bar graph, line graph, and Venn diagram about some of the ideas the students talked about. Then we found the mean, median, and mode of the data. Understanding of the mean, median and mode is important for use with all sets of numbers, and as an introductory concept in statistics. I instructed students to put their name, class number, and the title “Graphs”. Then to write “Bar Graph” on the second page, “Line Graph” on the third page, “Venn Diagram” on the fourth page. After the students finished making the graphs with the data we discussed (such as their favorite animals, favorite food, and a Venn about fishing and hunting), I discussed what mean means and how to get it. Then I distributed calculators so can get the mean (average) of the data they collected from the bar graph and line graph. Then discussed median (middle number) and mode (number that occurs most often). I allowed students to do this on the bar graph and line graph. The students shared their work with the rest of the class and we hung up their artwork in the classroom.  

 

Students hard at work on their planet.



Student's solar system.

Another Math Lesson: This lesson was divided into two days. On the first day, we filled out a worksheet that helped us find the relative size diameter of all the planets in the solar system and then we measured four planets and figured out which planets they were. On the second day, we used one of the planets that we colored to make four other planets out of poster paper and hung them on the wall. We made our own solar system in the room. This allows students to see how much bigger or smaller the other planets are compared to Earth. It is a great hands-on activity.



Math Assessment

I chose to work with my 5^th grade student on division. We did a KWL chart to see what she knew about division. She knew that division is the opposite of multiplication and that it has a quotient, dividend, divisor, and remainder. She also knew about denominators and numerators. She wanted to learn how to divide larger numbers like two digit divisors in long division, so I decided to work with her on this because they were going to start on a lot of division in class for Math. I asked her to work a few problems for me, so I could see how she worked through the process. We started off with a simple one such as 64/8, so I could see what she knew. It took her a while to figure this out because she has to start from the beginning. For example, 8x1=8, 8x2=16, 8x3=24, etc. We also did 21/3, 54/9, and 35/7. She knows how to divide and she can do it, but it just takes her some time.  

            After doing the interview and watching her work the problems I decided that she needs some work with her time tables to help her know them off hand instead of counting on her fingers like she does most of the time. I also found out that she needed help with just simple division instead of larger division, such as double digit divisors in long division, like she wanted to learn how to do. I came up with random division problems, such as 72/9, and worked with her a few times at the back table one on one. We also worked on her multiplication. We used dry erase boards and markers. We worked on this a few times one on one. She improved tremendously. She is getting a lot better at knowing her multiplication tables. Instead of starting from the beginning, she can actually start in the middle now. She has started thinking about what number she can multiply to get close to the number instead of starting with one, which is really good because that is what she will be doing when the class gets to long division with double digit divisors.

            She still needs a lot of help with this, but it is a step in the right direction. I would recommend extra weekly homework to help her practice and get better with this, after school tutoring, or just one on one time with the teacher once or twice a week during PE. She does not need to get any further behind than she is. I mentioned this to the teacher and she is going to continue working with her.