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Mathematics Statement
The Learning Goal contains a Mathematics section. The project selected to represent this
goal is a set of First Grade Math Lessons that was used to instruct the students during their
Response to Intervention (RTI) time. Throughout the Ketchikan Gateway Borough School
District (KGBSD), the Common Core math curriculum is provided by EnVision with structured
lessons and predetermined instructional pace. During the mathematics practicum course, I
observed where the students were lacking confidence in a section and created three review
“Math is perceived as difficult and boring, and prone to failure during the very first years of
formal education. The source of the difficulties and lack of interest is a result of the current
teaching methods” (Saied, 2018). Even though designated curriculum is set in most school
districts, aiding students in their personal struggles is where educators can focus additional
instruction.
An educator’s mathematic pedagogy and prior experiences influence the way that support
can be delivered to students. “Working with teachers to help them learn how to effectively teach
math to young children, as well as to become math proficient could help minimize the negativity
toward the subject, increase positivity, and help them to feel more efficacious about the subject
matter” (Looney, Perry & Steck, 2017). To increase the students understanding in number order
and number lines, the lessons provided examples and practice problems in interesting and
relatable topics. Capturing students’ attention was a tool to have the students become interested
in the number line activities. The students were more willing to do the activity if it involved
The EnVision curriculum provides some activities for educators and students to
participate in while the lessons are being taught, but most of the material is paper based studying.
The students in this practicum course were able to learn easier through hands on activities. “Math
content is usually identified with rigid rules, terms and principles and sometimes the pupils are
required to remember rules, principals, terms, ways to find solutions, comparison, relationships,
math statements, and formulas without understanding them” (Saied, 2018). My RTI lessons were
designed to get the students out of the funk of working with paper based lessons. The second
lesson had the students playing a game with cards that I prepared.
I have worked in RTI before and have seen some of the issues that students struggle with.
My intention is to assist students in the classroom before there is a need for RTI intervention. “A
reasoning is a math learning trajectory. There are learning trajectories for mathematics at all age
levels, from birth throughout the school years, and for learning all kinds of content - from
specific math concepts such as number and operations to specific science concepts like
understanding electricity” (Sarama & Clements, 2009). I enjoy working with younger students as
I get the chance to let the students explore and begin the life-long adventure of mathematics.
The Common Core structured mathematics curriculum provides a strict procedure for
educators to ensure that students get through the material. Students and educators have strengths
and weaknesses in mathematics, but determining the weaknesses for both can provide a learning
opportunity that will open the world of mathematics. Understanding the fundamentals and
essence of mathematics is far more important for students and educators, than the repetitive
monotonous number crunching. The RTI additional lessons were created to solidify key
References
Looney, L., Perry, D., & Steck, A. (2017). Turning Negatives into Positives: The Role of an
Instructional Math Course on Preservice Teachers’ Math Beliefs. Education, 138(1), 27–
https://egan.ezproxy.uas.alaska.edu/login?url=http://search.ebscohost.com/login.aspx?dir
ect=true&db=aph&AN=125376916&site=eds-live
Saied Bishara. (2018). Active and traditional teaching, self-image, and motivation in learning
math among pupils with learning disabilities. Cogent Education, Vol 5, Iss 1 (2018), (1).
https://doi-org.ezproxy.uas.alaska.edu/10.1080/2331186X.2018.1436123
Sarama, J. & Clements D.H. (2009). Teaching Math in the Primary Grades: The Learning
https://egan.ezproxy.uas.alaska.edu/login?url=http://search.ebscohost.com/login.aspx?dir
ect=true&db=edsjsr&AN=edsjsr.42730409&site=eds-live