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I enjoyed reading how math should be about wellness and not success. We should be teaching students to fall in love with math, to enjoy it, to want to do it, and why they are doing it. It doesn't have to be a race or a competition. We can all succeed!

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93% of Americans face math anxiety at some point in their life. I know I am included in that percentage. As a teacher it will be my responsibility to work on techniques that can bring this percentage down and introduce math in a way that is stress free and fun.

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The energy and vibe that teachers give out to their students (on any subject) is the kind of energy they will receive back from their class. It is important to remember this when teaching kids math because if you are excited and ready for it, they will be too.

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Number talks are an effective way to create a comfortable sharing environment among students. They are an easy way to get students thinking and in the mindset to start learning. I know for myself I really enjoyed number talks because it allowed me to participate in class and eased my anxiety for sharing with peers for the rest of the lesson.

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"How do we show every day that our priorities lay with the liberation of Black and brown children?"

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In order to create an environment of equity students need to all feel represented and know they can succeed and will do well.

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The Common Core is not the issue when it comes to the "new math" students are learning in classrooms. The issue is that in the past, students were not taught to be flexible with numbers and now they are.

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A mathematical task is a single problem or set of problems that focuses student attention on a mathematical idea.

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Our number talk today to begin class was very eye opening. I enjoyed sharing and hearing the various ways people were able to solve the problem 124-39. I split 124 into 100+20+4. Then I 39 into 40 and then 20+20. I subtracted the first 20 from the 100, then the second 20 from the 20. That left me with 80+0+4. Then I knew I had to add the 1 to that that I had from the beginning 39. It was interesting to see how others in the class responded to this approach.

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"If kids don't learn the way you teach, then teach the way they learn" Work on differentiation!

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Guided math groups do not need to be leveled. This is not based on their ability in math, this is a mix of learners. Instruction should last around 10 minutes and the group should be no more than 5 students. This encourages all students to get individual attention, to work with different students and with the teacher and for them to share ideas and learn in a new environment.

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Equitable instruction is reflected in how students are positioned in the classroom and how their identities evolve through purposeful interactions that value and recognize the intellectual capacity of each student.

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8 rules to follow to establish a more equitable classroom: multidimensional problems, focus on participation rather than student ability, expand what counts as mathematical competence, make "yet..!" a norm, give students responsibility for managing work, highlight students strengths, take only group questions, establish a norm that no one is finished until everyone understands.

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Today in class I presented my number talk. I was extremely pleased with how it went. I loved being able to finally present it with my group since working on it for so long. I hope to implement these with all subjects when I am a teacher. It is such an effective way to get students thinking and discussing.

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During class today I got to observe number talks. I loved being able to participate in this because I got to see different strategies used by my classmates and how they went about the number talks. It is so true that it really does get yourself thinking and ready to work.

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When it comes to STEM, it is very important and crucial to always keep equity as the top priority. There are many underrepresented groups when it comes to the subjects of science and technology. Growing up in my science classrooms, I can recall only learning about white male scientists. It is imperative to create more of a diverse curriculum so that all of our students can feel represented in the content they are learning.

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I watched the film Pushout: The Criminalization of Black Girls in Schools.  It was extremely difficult to watch, however severely important and eye opening. It helped me to reflect on my own experiences as a student and what I have seen so far as a future educator. All the things discussed by students and girls in this film were ideas and concepts that I never had to worry about. It is so shocking to think that my experiences going to school and my education were so different just because of the color of my skin. One thing that I really wanted to take away was how these girls need to feel appreciated and supported by their educators. It is imperative that students see themselves represented in their educators- there need to be more Black and African American educators. And since I cannot offer that to my students, I need to make them feel supported and represented in other ways in my curriculum and classroom.

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Science and technology knowledge is not only important for students attending college and their future careers but more importantly for their knowledge as citizens. These students are going to become engaged citizens in society and are going to need to make decisions based upon their science and technology knowledge.

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A growth mindset can be easily established during science by giving students the opportunity to engage and experience science. Hands on learning is a great way to show how science works and students can have control over their own learning and growth. I think science is fun to teach because as the teacher you can provide students with the materials and background knowledge they need and then they can establish the learning on their own by making their own experiments and coming to their own conclusions. You do not need to do the discovering for them, they will do it and this will make their learning and understanding so much more meaningful and have much more depth.

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This is a quote from our reading, Engaging in Argument with Cause and Effect. "Argumentation is the process of forming explanations, and explanations are the final product.”  As such, argumentation is about diving into the data and using reason to draw out conclusions. It often involves comparing different claims by examining the evidence for each — identifying the strengths and weaknesses of each claim (or argument)"

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During this week I really enjoyed the writing Kids, Would You Please Start Fighting. I thought it took on a very different and cool perspective- one I had never thought of. Most of our best learning does come from argumentation. It is important to learn to this without getting mad of course but the outcome is great because it provides so much learning and new understanding to come about. Not only do you feel more passionate and secure in your side (sometimes) but you also gain a whole new perspective when the other person shares theirs. This allows for both of you to learn and gain a better understanding of the content as a whole.

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The video Who Is the Next Science Genius? is so interesting and inspiring because Dr. Edmin takes two ideas that I would have never connected and makes a great lesson out of them. Connecting hip hop and rap to science content is a great way to interest students and involve them in material. When students are invested in something they are excited about as well, this makes it so much easier for them to want to engage and their learning increases.

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One of the readings for this module that put teaching science and engineering into perspective for me explained that when it comes to being competent citizens in society, we need to make decisions based on our knowledge of these subjects all the time. This statement, "From personal health to climate change and from bioethics to energy, a myriad of personal and societal issues requires citizens to make informed decisions based on their understanding of science and its applications", is just the introduction to the NSTAs writing but it stuck with me. Reading this, especially this statement in particular added more value to the importance and need to educate students on science and not only basic facts, but how science plays a role in our lives every single day.

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In order to engage students in science work that is interesting and important, in my future classroom I want to incorporate topics and ideas that are occurring during that time. I want to introduce science events that are taking place currently and have them come up with ways to discuss these issues. In middle school, a great science teacher of mine would often look for articles in the news that were science related. She would read them with us and we would simply have a discussion about it. It was not necessarily the most science based discussion but it got us thinking about the ethics behind things. She would prompt us with very open ended questions such as "What do you think about this?" "Do you think this is a good thing, bad thing..?" "Who will be effected by this?" One example I can recall is when they were introducing putting windmills in the ocean and there was an article written on it. This type of discussion in a classroom goes along with what we read this week on introducing science topics to students that go along with societal issues.