Reflection 3: "Never say I can't, always say I'll try"

The title of this document is, ‘How to set up and manage mathematical learning experiences”, Primarily, I believe it is “essential that as a teacher we need to establish an environment that maximizes students learning opportunities” (Marcus, 2016, p.1). I believe the following ten points are vital points to discuss;

Most points outlined above are intertwined in a few of the explained points. To begin with, the initial dot point is imperative as you’re able to build on the specific skills and abilities of the individual. When teachers model a positive view of mathematics. As a teacher you’re able to establish clear goals and assist students to develop strategies to approach various problems.

Children learn through hands on learning. Manipulatives assist children to understand the concept further. Resources such as base ten materials, assist a child to understand place value and feel ‘how much’ a certain number is. Therefore, this is a way of learning about ‘real’ mathematics; hence “children are engaged in kinesthetic learning, and developing real world knowledge” (Protheroe, 2007, p.2).

Use real life examples in regards to mathematical learning. Go outside the classroom. This invites children to problem solve, while enhancing teaching and learning. Problem solving stimulates children to apply their mathematical thinking (Artzt & Armour- Thomas, 1992, p.1).

Sorting children into groups is an effective way to teach and learn mathematics. A thoughtful idea could be to create a project approach to mathematics (Hughes, Desforges & Mitchell, 2000, p.51). Children are able to learn off each other and evaluate their own ideas, and it encourages children to be “inquisitive to grasp new skills and knowledge” (Smith, Smith, & Romberg, 1993).

You’re able to scaffold their learning and support children to reason their ideas, and ask probing questions. It is imperative that children are encouraged to take risks (Van De Welle, 2013, p.3). Therefore, as a teacher an effective approach to teaching is to create new challenges or manipulate them if the child is too challenged, developing on particular skills and abilities of each individual (Van De Welle, 2013, p.3). Blooms Taxonomy hierarchy will assist in asking open ended questions (Way, 2008, p. 24). I believe, students feel a sense of achievement when teachers “provide an opportunity to be immersed in real life learning” (Boaler, 2015, p.21-22).

Include a word wall and a strategy wall in your classroom- I believe this is an effective teaching strategy is to have a ‘word wall’ or ‘strategy wall’ in the classroom. This encourages children to solve problems with various options. (Sammons & Blanke, 2012, p.67).

Feel confident with the curriculum- as a teacher, it is vital to develop a thorough knowledge of the curriculum; this ensures you “provide quality pedagogy and you feel motivated to teach” (Fennema & Sherman, 1976, p.49). The students are able to realize and see your confidence and will therefore be engaged and thus, “children are able to construct meaning, generate new knowledge and have a love for learning” (Boaler, 2015, p. 33). Maths is also ‘fun’ when there is the open-ended approach and when learning is through practical activities that children are able to solve problems to together.

It is important to demonstrate acceptance of student’s different ideas (Artzt & Armour-Thomas, 1992, p.2). This creates an inclusive environment, inviting students to develop their current knowledge and build further knowledge. Thus, children are able to build confidence, be engaged, in an enjoyable and meaningful environment.