We have been asked to read through the Mathematical Processes section of the Ontario Math Curriculum Guide (Pages 12-17) and post questions that educators may have about these processes. I have come up with three questions.
1. Under Reflecting: What are some strategies that educators could use to get students to reflect more deeply and meaningfully on their thought processes and their and their peers' thinking?
2. Under Connecting: How can we better plan our math programs to encourage connecting between skills, processes and mathematical concepts?
3. Under Selecting Tools and Computational Strategies: How can we fill in the gaps in efficient computational strategies (that will lead to stronger mental math skills) without feeding students processes in ways that go against learning problem-solving skills?
Monday 5 December 2016
Thursday 1 December 2016
Ethical Standards of Practice
I'm about to view a video of a lesson being taught to a group of students by a teacher. Both the students and teacher are unknown to me. We have been asked, before viewing the video, to review the Ontario College of Teachers' Professional Standards of Practice which are:
Respect
Care
Integrity
Trust
We have been asked to reflect on how we can uphold these ethical standards when observing and discussing student learning and educational practices.
First, when viewing another teacher in her or his practice, I will always speak about that person's work with integrity - focussing on the craft of teaching, not personal attributes. I will also keep under consideration that I don't know anything about this person's personal issues, relationships with their students or administration or any other things off screen that could be affecting their practice. I will also assume that each teacher is doing their utmost to also uphold the OCT Standards of Practice.
I will also be applying these principles to viewing the students on screen. I will be caring in my comments and observations. I will speak with integrity and honesty and I will also be worthy of the trust the public has assigned to me. I will be respectful of all abilities, cultures and backgrounds.
Respect
Care
Integrity
Trust
We have been asked to reflect on how we can uphold these ethical standards when observing and discussing student learning and educational practices.
First, when viewing another teacher in her or his practice, I will always speak about that person's work with integrity - focussing on the craft of teaching, not personal attributes. I will also keep under consideration that I don't know anything about this person's personal issues, relationships with their students or administration or any other things off screen that could be affecting their practice. I will also assume that each teacher is doing their utmost to also uphold the OCT Standards of Practice.
I will also be applying these principles to viewing the students on screen. I will be caring in my comments and observations. I will speak with integrity and honesty and I will also be worthy of the trust the public has assigned to me. I will be respectful of all abilities, cultures and backgrounds.
Drill and Practice
The question we have been asked to consider is: Consider the role of drill and practice in your own experiences learning math. What did practice look like for you? How did it have an impact on your learning, disposition, and beliefs about math?
One of my strongest memories of elementary math was Math Champs. In my public school, Math Champs was a weekly competition for Grades 4, 5 and 6 (I believe). Each week, we would compete against our classmates to take home the addition, subtraction, multiplication or division trophy. I distinctly remember standing in a line between the desks with a long addition question on board. We were timed on how long it took us to solve it. The winner would then compete against the other winners and the top winner would get the trophy for that week. I remember the anticipation, the pressure, the disappointment, and then the elation the week I took home the long division trophy. I was so proud. But I also often dreaded it. I was strong in mental math but not as fast as others in my class.
This was a time (the 1980s) when fast calculations meant you were strong in math, quickly solving problems, and getting the right answer was what mattered most.
On a daily basis however, I remember the typical math practice. Have a lecture style lesson from the teacher, open our text books or receive a worksheet, and practice the procedure that we had just been taught. Often each question was similar to the last. There were very few, if any, word problems. Word problems weren't something I encountered until high school, and even then I don't think they were common. It was drill, drill, drill through calculation after calculation.
Now, as I teach students through problem solving (although I still frequently encounter drill and practice work in classrooms that I supply in), I get excited about solving the problem, finding ways to tackle it, and talking with students about their approaches. This is exciting math. No more math champs for me.
One of my strongest memories of elementary math was Math Champs. In my public school, Math Champs was a weekly competition for Grades 4, 5 and 6 (I believe). Each week, we would compete against our classmates to take home the addition, subtraction, multiplication or division trophy. I distinctly remember standing in a line between the desks with a long addition question on board. We were timed on how long it took us to solve it. The winner would then compete against the other winners and the top winner would get the trophy for that week. I remember the anticipation, the pressure, the disappointment, and then the elation the week I took home the long division trophy. I was so proud. But I also often dreaded it. I was strong in mental math but not as fast as others in my class.
This was a time (the 1980s) when fast calculations meant you were strong in math, quickly solving problems, and getting the right answer was what mattered most.
On a daily basis however, I remember the typical math practice. Have a lecture style lesson from the teacher, open our text books or receive a worksheet, and practice the procedure that we had just been taught. Often each question was similar to the last. There were very few, if any, word problems. Word problems weren't something I encountered until high school, and even then I don't think they were common. It was drill, drill, drill through calculation after calculation.
Now, as I teach students through problem solving (although I still frequently encounter drill and practice work in classrooms that I supply in), I get excited about solving the problem, finding ways to tackle it, and talking with students about their approaches. This is exciting math. No more math champs for me.
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