Crider ED607 Artifact 3 MSED with EMIL Program (WOU)

EducatorName/Title: Tim Crider

EvaluatorName/Title: Dr. Rachel Harrington

School(s): North Bend School District

Artifact Title/Name: MTH 611 Final

Source: MTH 611

Artifact Evidence Aligned

What MSED Proficiency does this artifact illustrate? Proficiency
This final project for MTH 611 was intended to facilitate reflection on the material from the class and how it related to 3. Reflective
my own teaching and my students learning. The following questions were answered in this final project. Practitioner
Proficiency
1. Which article will most directly impact your future teaching? How will it influence your practice? MSEd
2. In each of the module evaluation/recommendation, everyone gave recommendations for the case studies. Find a graduates will
recommendation from your classmate that you could use to teach or remediate, and explain how you could use it in
be reflective
your practice.
3. Find a childrens book that teaches concepts from one of the modules. Explain how the book you found relates to practitioners
a topic from this course.
4. Which math tasks content will most directly impact your future teaching? How will it influence your practice?
5. Name something new you learned or understand better about the Common Core State Standards from this class.
How might this new knowledge impact your practice?
6. When creating the EMIL program, the TSPC standards where chunked into groups to create classes. Why do you
think that these standards were put together into this class? In other words, how do the topics in this class all relate to
one another?
7. Much of this class had you working in base other than 10, is usually not taught in the K-8 classroom. How did this
experience with other bases impact your content knowledge? How might it influence your practice?

MSED Proficiencies
1. Leadership/ 2. Writing Proficiency 3. Reflective Practitioner 4. Research and Theory 5. Diversity Proficiency
Professionalism Proficiency Proficiency
Proficiencies
MS Ed graduates will MSEd graduates will be MSEd graduates will be MSEd graduates will be MSEd graduates will
be professionals and able to express reflective practitioners conversant in the know how to connect
leaders in their field. themselves competently literature and research with all of their students,
in writing of their discipline whether they are children
or adults.
6. Technology 7. Synthesis of Knowledge Proficiency
Proficiency
MSEd graduates will MSEd graduates will be able to synthesize the new
be familiar with knowledge they have gained from all the classes we offer
technology in our programs, and will know how to apply that
knowledge in meaningful ways to improve their practice,
improve student learning, and advance the field of
education.
1. Which article will most directly impact your future teaching? How will it influence your practice?

In my case, the article that helped me the most was Unpacking Division to Build Teachers Mathematical
knowledge. It will influence my practice as an instructional coach because it gave me a very solid foundation
to build an argument for unpacking standards to better serve students. Teachers can all do division, but its
an entirely different thing to teach division. Im also willing to wager that most teachers dont realize so
much goes into the teaching of division. I plan to utilize such an article in professional development to better
build teacher awareness of how complicated such a concept can be and how we need to be prepared for that
when teaching children.

2. In each of the module evaluation/recommendation, everyone gave recommendations for the case studies.
Find a recommendation from your classmate that you could use to teach or remediate, and explain how you
could use it in your practice.

In Module 3, I appreciated the first recommendation from Laurie Andrew in regards to case 11. She discusses
the teachers uncertainty of her students understanding of multiplication and offers a recommendation based
on the use of arrays and models to remediate. This is so important because I see this as a problem with so
many students. They work with arrays and models in primary grades and seem to know what they mean, but
when they get to multiplication it appears that the understanding is lost all the sudden. I plan on making the
use of arrays an important part of how I model lessons to teachers and help them see the importance of
building conceptual understanding in students.

3. Find a childrens book that teaches concepts from one of the modules. Explain how the book you found
relates to a topic from this course.
One book I found that relates to this course is:

This is a great book for relating the concepts of arrays to multiplication, and something the students all get
excited about, chocolate. It relates to Module 3 on multiplication and division.

4. Which math tasks content will most directly impact your future teaching? How will it influence your
practice?
Im back on module 3 here again. Multiplication and division is such a huge concept for students and is so
often misunderstood. Children often dont know what the concrete meaning of what they are doing is.
Additionally, many teachers seem to rely on only teaching algorithms. When I looked at module 3 math tasks I
thought about this. In particular, I looked at task 2 and the use of multiplication algorithms. I have seen
teachers use the lattice method before, and I understand it, but I never really liked teaching students this
method. I hadnt thought much about why I didnt until now. I can see the ease of its use however it doesnt
help children establish a concept of place value. Once that is lost the math has no meaning.

5. Name something new you learned or understand better about the Common Core State Standards from this
class. How might this new knowledge impact your practice?

Something new I learned was how interconnected standards are. When I looked at a site like
https://turnonccmath.net/?p=map you can really see this interconnection. I had used the site plenty of times
in previous classes, but failed to see the bigger picture in that one lost concept early on can cause great
problems later in a students learning trajectory. This will help impact my practice because I can show teachers
this when meeting with them. Sometimes people look at the Smarter Balanced testing blueprints to determine
which concept is most important to teach, however a site like this can show someone visually how important
every standard is.

6. When creating the EMIL program, the TSPC standards where chunked into groups to create classes. Why
do you think that these standards were put together into this class? In other words, how do the topics in this
class all relate to one another?

The concepts of place value, addition, subtraction, multiplication, division, and number properties all go
together because they are the foundational units of math that all students, and citizens, should know.
Numbers and operations account for everything learned every year of school. When looking at textbooks,
these concepts usually align together and usually take up a large part of the textbook in K-5. The progression
also aligns, as you first learn to count and make sense of numbers and place value, understanding what they
represent. You then start to add and subtract with these numbers, followed by multiplication and division.
Learning number properties tie it all together and lay the foundation for future learning of algebra.

7. Much of this class had you working in base other than 10, is usually not taught in the K-8 classroom. How
did this experience with other bases impact your content knowledge? How might it influence your practice?

Working in a number system other than base 10 was frustrating, enlightening, and mind altering all at once. It
helped me to make sense of why our number system makes sense and why we use it. When teaching students
place value having that awareness and knowledge base gives me a better understanding of how students learn
and how something that seems so basic is really complex.