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Math Philosophy
Howard Gardner's theory of Multiple Intelligences inspires me as an educator. This theory highlights the spectrum on which humans process information. All students learn and prosper in different ways, whether through visualization, music, verbal, logical, etc.
It is my job as an educator to determine the intelligences of my students and cater to their needs so that they have the highest chances of success.
To prevent my students from developing an aversion to math, I will ensure that they know why the math they are learning is necessary in real life. Applying math to real-life situations and learning through hands-on activities and manipulatives will keep them engaged and motivated to learn.
What makes me unique as a math teacher is that I once had the aversion to math that I will prevent my students from having. I am able to empathize with students who may be struggling with math and offer strategies to persevere and succeed.
Why We Cannot Rely on Algorithmic Problem Solving
Every individual student has specific needs and preferred learning strategies. Algorithmic problem-solving prevents students from making real-world connections to the math they are learning in a given unit or lesson. For example, teachers should implement manipulatives into their lessons to help students form real-world connections. There are many types of manipulatives that are appropriate for multiple ages and grade levels, and they offer students fun and hands-on engagement with math concepts. Manipulatives help foster students' conceptual understanding as they are able to physically interact with math concepts. Although algorithmic problem-solving may be helpful for practicing, it should not be the sole method for math instruction.
Instructional Strategies
Gradual Release of Responsibility
Gradual Release of Responsibility
"I do, We do, You do"
The lesson begins with direct instruction and modeling from the teacher (I do)
Then, there is a transition to guided instruction that gives the students the opportunity to be more involved in the lesson (We do)
By the end, students are working independently on the skill that the teacher directly taught at the beginning of the lesson (You do)
Math Centers
Math Centers
Briefly incorporates the gradual release model
There is usually one center where the teacher works with a small group
Centers allow students to work both independently and collaboratively on specific skills
Helps to reinforce other skills and topics, helps meet diverse needs
Accommodation vs Modifications
Accommodation vs Modifications
Accommodation: A change in HOW the student will learn the same material as their peers and alters the environment.
Breaks
Large Print
Additional Time
Small Group Setting
Assistive Technology
Preferential Seating
Modification: A change in WHAT the student is expected to learn and alters the curriculum.
Fewer Questions
Lower Level Texts
Alternate Projects
Adjusted Curriculum
Shortened Assignments
Adjusted Grading Scale
Universal Design for Learning (UDL)
Universal Design for Learning (UDL)
The UDL is an approach to teaching and learning that gives all students the chance to succeed. The UDL Guidelines include providing multiple means of
engagement (the "why" of learning),
representation (the "what" of learning),
and action and expression (the "how" of learning)
Supporting ELLs in Math Instruction
Supporting ELLs in Math Instruction
Know Your Students: some cultures value specific methodologies while others do not. Try to implement some strategies that students may already know.
Explicit Instruction: ELLs may benefit from more explicit instruction than students who are fluent in English. Pre-teaching vocabulary and other terminology will also help ELLs understand new math concepts.
Making Math Tangible: ELLs may benefit from increased use of visuals and manipulatives to help them make sense of new math content.
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