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What are your big takeaways?

My big take away from reading chapter 1 was how they mention 6th graders can 12th grade math. Our brains can adapt to harder math naturally. The London black taxi cab drivers can memorize all the street ways and most taxi cab drivers have to take the test twelve times because the test is so hard. The brain of a taxi driver has grown significantly just from driving around and they have flexibility and plasticity. Another thing that was interesting was that students chose praise for doing the harder test than being very smart. For chapter an ERN response is an electrical activity the brain experiences conflict. Mistakes help your brain to grow.

From learning how to use padlet I learn that you can do donows and exit tickets on here. You can have students create there own padlet to tell about themselves. Padlet you can do videos and do blogs as well.

What are you left wondering? For chapter one of the reading I wonder if Teachers forget how to teach certain math problems if they don't teach it as much. Because it is mentioned in the chapter that the lack of teaching it can cause you to not remember. For chapter 2 I wonder how the brain process a mistake when you get the answer wrong.

What a-ha moments did you have this week?

I actually like using the padlet site. It was very interesting and fun. I will actually use this for my class when we get done finishing this class this semester.

Also, I do think the chapter one article was very interesting our brains are actually more smarter than I thought. It can mesmerize so many things. Basically if we perceive math the wrong way then of course we will think math is hard. If we could appreciate math more and give students praise. Students will actually like math more. I thought it was cool how the teach recorded the students reflection on how they view mistakes. If you show students that mistakes are great in a positive way students would be more comfortable of making mistakes.

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Chapter 3

What are your big takeaways?

In the book it does say knowledge of mathematical patterns has helped people navigate oceans, chart missions to space, develop technology that powers cell phones and social networks and create a new scientific and medical knowledge. That tells me there is more to math than what students know about. Patterns started with an Italian mathematician I never knew that. Spiders create spiral and dolphins communicate to create water molecules.

What are you left wondering?

If mathematics is a set of ideas, connections, and relationships that we can make sense in the world then how come we don't use math more often in the real world? It doesn't seem like I really do math at all unless I am counting money. How is mathematics used by animals if they are not using numbers? Why are we not teaching a broader variety of mathematics to make students feel more comfortable with math?

What ahas moments did you have in the reading?

It mentions that it is more of a performance subject and students say it's more of getting the question right. When I was learning math I thought the same thing It's more about getting the question right and just trying to find a solution. I do agree that school mathematics has been far removed from real mathematics and we faced that in education. My teacher didn't really make me love math like that. That 75% of students had a stronger belief that they could do better in math and 70% said that mathematics change their view of them. Our teachers need to do a better job with teaching real mathematics.

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What are your big takeaways?

You have to approach math with a mathematical mindset , knowing that math is a subject of growth and their role is to learn and to think about it. Also, the higher achieving students understand how to do 21-6 with number sense and change it to 20 -5 while the lower achieving students couldn't really figure out how to solve the equation. I like how there was a graph to show how students learn a method called counting on. Being able to get students engaged in math is having math games. I love the math breaker and the number rack. The math breaker is a video game in which avatars move around a world with numbers. Number rack models a learning tool called a reckenrek which shows 10 beads on a bar and multiple bars can be added for numbers greater than 10.

What are you left wondering?

If researchers believe that intelligence grows in the more you learn then how come it seems like you don't know much when you get older you seem to forget?

How can children see math as a conceptual growth subject?

How can a math student have anxiety as low as 5 if they are just now learning math? They shouldn't have anxiety that early.

What are some ahas moments you have in the reading?

I never thought about babies doing math and loving it. Because they are building and stacking up blocks. It is crazy how I did like math when I was a little kid but as I got older I didn't like math anymore. I didn't think about when we learn new things in math it's compression and it takes up a large space in your brain. I remember doing flashcards in elementary school for multiplication.

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What are your big takeaways?

For the bowling alley method the cubes arrive like a new line of pins like a bowling alley. Students connected their visual methods with numbers and shapes . I like how the teacher had the students worked individually and then work in groups. The three boys saw the bowling alley method as a puzzle. If you do give students a chance to explore the math problem first this will help with students not being anxious about math. Being curious is a good thing and collaborating with other students is a great way for communication and solving algebraic problems. I like how they show different ways for students to explore different objects in math.

What are you left wondering?

What is the Pascal triangle? I never even heard of that before. But I see that have a graph but what is it actually used for? How can teachers make statistics fun? I see they had an example for precalculus. But for me statistics wasn't really fun at all.

What ahas moments did you have in the reading?

For figure 5.1 students were showing visual solutions to 18 x 5. It was very interesting to see how many different equations students had that makes 90. That made me think of when we came up with different equations for the same solution in our class. I like how the teacher uses a lemon for precalculus to solve an interval. That way students can understand the concept of intervals. Meyer wants them to develop their own understanding through exploration and inquiry. He suggests asking open-ended questions and letting students discover solutions on their own. using visuals and multimedia to make math more engaging and accessible. He believes that visual representations can help students understand abstract concepts more easily.

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What are your big takeaways?

Some people and some teachers have built their identity on the idea that they could do well in math because they were special. I never knew Einstein did not learn to read until he was nine and he failed his college entrance examination. The US educational system focuses on gifted students because they are fast with math facts. Cathy gave her students an assessment of mathematics and she found out that they were fast but could not make sense of mathematics or explain why ideas worked. The framework for equity refers to developing a mindset where equity is a central consideration in decision-making and actions. It involves actively seeking out and understanding diverse perspectives and experiences. It was very interesting that Tom Schimmer gave me different ideas on assessments for math. I do have my students connect with the real world and math. I did like the shoelace instruction, students worked to produce an equation that represents a length of shoelaces.

What are you left wondering?

I wonder what it means that math is a fixed trait?

How can give color students the resources that they need to learn and have fun in math and science?

How can we make sure that teachers have equity lens? Making sure that equity is important.

How come schools don;t give you the opportunity to learn higher content for the opportunity to learn?

That makes me wonder how many advance students want to go to a lower level class if they dislike math? Why do the dislike math if their advanced?

What ahas moments did you have in the reading?

That we do give a label to gifted students and sometimes gifted students can take advantage of teachers by acting like they can't do the work knowing that they can. I have a student who knows how to read but says she can't write her sight words when she can. There is a lot of bias in math to like teachers think girls are smarter than boys when it comes to math which is not true or boys are smarter than girls. But in the reading it says 94% males are white or asian that have a doctorate. We were just talking about are and perimeter and in the book it shows area and perimeter with rectangles in the book.

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What are your big takeaways?

The history teacher loved math when he was a kid and then he was 18 taking pre calculus. He didn't get any support when he was taking math. Then he changed it to history. He said 38% was a b+. In the real world you don't know what you use for division in the real world. He used a curriculum guide to teach and then standard base teaching. Teachers were teaching procedural mathematics and not a broad creative one. Finland is one of the highest scoring countries in the world on international mathematics tests, yet students do not take any test at school. Despite the lack of familiarity with answering examination questions students scored higher than students who spent three years working through examination questions. A 20 year teacher said, that he has given up on grading and has seen big changes on students growth in math. The assessments helped him understand where students are as far as growth. Assessments for learning is now a national initiative in many countries it has a huge research evidence based, and it communicates growth mindset messages to students. A4L is assessing for a growth mindset, and offers a range of strategies and methods. Self and peer assessment help students become aware of the math they are learning and their broader learning pathways. I like the participation quiz and it encourages students to work in their groups and communicate with others. The work of any student is about seeking patterns. Drawing visuals does help some students with math. I never got taught drawing visuals to help me.

what are you left wondering?

I wonder how I never knew about A4L and why I never heard that in schools? I feel like schools are not doing the assessments right if there are three steps because I never see teachers talk to their students about their learning gaps. As an adult when do we use patterns for math? I always wonder do we really need to use grades for students or could we use another system to where all students will achieve greatness for their work.

What ahas moments did you have in the reading?

The history teacher was never taught the thinking of math. He knew more about how to solve it without thinking about it. That's the same way with me I was Never shown different ways of solving the problem. I was great at following the steps in math. I feel when I was in middle school we had a test like every week and it says teachers need to test regularly because they believe mathematics is about performance. It is cool that they made a movie about testing I will have to watch the movie race to nowhere. It seems like a grade can take a big hit on students perception of math it makes them not love math anymore. For me when it comes to any subject I worry about my grade more than anything. I use a lot of manipulatives for kindergarten.

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The Byran A brown research focuses on urban science education, particularly addressing the challenges faced by minority students. His work explores classroom culture and how students identity impacts academic achievement in science. He leads the science in the city which examines how technology can bridge gaps between diverse students populations and educators.

Writing

I am not a writer.

You are not valued and what you care for is not important and the things that motivate you have nothing to do with school.

Geneva Crenshaw powerful and elegant portrayal of how real issues of fear and nepotism drive the racial divide in America renewed by belief in the power of the story as a way to teach. Faces captured my imagination to push myself to be a narrative. Relationships are important in science and teach me to build a community with my students. The big bang theory portrays old tired images of the science community, where the stereotypes of the successful scientist is an awkward white male who lacks basic social skills. The judgement, shapes, and a students experience in the classroom.

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organic

Carbon-based is organic.

The word organic these days is often seen as synonymous with left alone, not manipulated, or allowed to developed without hindrance.

If we allow language norms to be developed without explicit structure of design, we fall into a trap. Pattern, pace, and tone matter in our imagined construct of what counts as intelligent. The norms present a challenge in classrooms where the intelligent are often unheard because their thoughtful discourse that is not recognized as intelligent by teachers who communicate in jargo filled lectures that reflect their own vision of intelligent discussion.

Challenges of organic, undefined environment of academic talk is that students are moving from classroom to classroom and enduring hour long sessions of IRE talk.

Organic means something more natural.

I pick this one because for example, like slang it can be fun and creative to express yourself. It can lack structure in formal language. It can be confusing to others for communication. Without clear rules it can lead to a misunderstanding.

Complidiss

A hybrid of compliment or diss.

It is to offer them shallow praise, whether the message is intentional or not.

Someone can praise your fashion choice and say your clothes looks nice today or give you a compliment about your writing, The compliment is that you selected an appropriate choice of clothes and words.

If teachers are going to develop students science knowledge with depth it will require a knowledge of pedagogical content.

A complidiss can be a compliment and something bad at the same time. I had a teacher say you're a hard worker but you look stressed. I didn't really take that as a compliment. It kind of actually hurt my feelings. There is a certain way you show positivity to behavior. That's by saying your doing great in your work and giving them an explanation.

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Disaggregate instruction

"force is influenced by a person to do something"

Improving academic language learning, mastering the language of science is different than merely a new language.

Science language involves multiple representations like graphical depictions, symbol systems, and new words. When we learn a new language, we are learning new words for ideas we already know. Exploring the relationship between language, cognition, and learning is critical. Students may have a conceptual understanding that does not rely on scientific terminology.

For disaggregavate instruction you have to use a different teaching style to fit the needs of your learners. Because each student learns differently in science. They can be auditory, kinetic, or visual learners. Like for force we didn't just teach mass x acceleration. We learned by using objects to understand the meaning of force.

I think this means that for science we learn science differently than any other subject. I learn science through experiments, graphs, and charts.

Language Identity Dilemma

Science teaching is not taking language seriously.

Saying words like mitochondrion or electrostatic force can make them feel like outsiders.

The primary challenge involves on how young people feel when science is taught in a language that is symbolically and culturally different from their own. The way we teach science without regard to how science language sounds can make people feel uncomfortable. The idea that language interactions include moments that send the message "you do not belong" is well researched in socio-linguistics. Understanding how language impacts students has implications for teaching. Knowledge of language should change how we think about the curriculum.

For me I have students who are ELL learners and we don't teach science in our classrooms. But I have heard from other teachers that their ELL learners are struggling with science. Because of the language and the way that the curriculum is taught it can be confusing. Science can be challenging because of words that have multiple meanings to it. For example, like pressure it can mean like pressure for air or blood pressure. This can make our ELL learners feel like outsiders and that's a problem. Language is one of our biggest problems in the curriculum. Even to me I get confused about the curriculum and I am the one teaching it.

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The generativity principle

Produce opportunities to generate learning

It is the idea that the evaluation of effective science teaching lies in an assessment of whether classroom activities generate learning or not.

It allow students to discuss science content and provide them opportunities towards a complete understanding of ideas. It provide students to generate learning. Many teachers assume offering detailed explanation to students produces learning. Missing a question and then making a correction can produce understanding. But you have to share your reasonings.

This was very important to me because in science you have to explore and try to do physical things. If you want your students to learn they have to do experiments to learn. Sometimes our experiments don't always go the way we planned but it's all about learning.

STEM

Science, technology, engineering, and mathematics

It is about how they work together to solve problems and advance knowledge.

The need to prepare students for statewide assessments lead to a culture where covering concepts is far more important than ensuring students to understand science ideas in depth. Only a few people understand the science standards. Students in elementary should be introduced to basic categories. Then for middle and high school engage in more predictions and analysis. It's more focused on middle and high school than elementary.

I pick STEM because honestly I forgot what the meaning for STEM. But now I know and I never heard my teachers say STEM. But I never see any math tied into my science from what I remember when I was younger. They should have more science in elementary schools. So students can understand the concepts of science. If schools started doing science sooner than students wouldn't be struggling with the science test.