https://padlet.com/rachelallen5564/2sz941frhdi1 en-us 2018-10-19 20:46:18 UTC 2018-10-20 02:08:28 UTC hello@padlet.com rachelallen5564 https://padlet.com/rachelallen5564/2sz941frhdi1/wish/295033850 I never considered the difference between conceptual and procedural fluency in math. I think math is often times associated with the procedures followed to find the answer. Students must also develop conceptual understanding of content to further their knowledge and explain their thoughts to others. 

I also agreed with the importance of choosing the appropriate strategy to solve a problem efficiently. My students are still counting using all of their fingers to solve simple addition problems instead of using a strategy such as counting on.]]> 2018-10-20 01:35:54 UTC https://padlet.com/rachelallen5564/2sz941frhdi1/wish/295033850 rachelallen5564 https://padlet.com/rachelallen5564/2sz941frhdi1/wish/295034076 I often try to give students think time after giving them a challenging problem. I want students to explore problems and try to find the best pathway to understanding. I stop this once I see the majority of students becoming extremely confused or frustrated. If students are engaged in the challenging problem, then I allow them more time to try to solve it on their own using their schema.]]> 2018-10-20 01:39:31 UTC https://padlet.com/rachelallen5564/2sz941frhdi1/wish/295034076 rachelallen5564 https://padlet.com/rachelallen5564/2sz941frhdi1/wish/295034207 Procedural knowledge is often related to drilling the steps into your brain until you know it. Students at a young age need to truly comprehend the process in order to succeed as a mathematician. 

It was interesting to hear that asking open-ended prompts may not be considered a higher-level thinking question. I always thought open-ended questions allowed for a more profound response to further understanding in both the student sharing and the other classmates.]]> 2018-10-20 01:41:21 UTC https://padlet.com/rachelallen5564/2sz941frhdi1/wish/295034207 rachelallen5564 https://padlet.com/rachelallen5564/2sz941frhdi1/wish/295034436 Here is the link to the newsletter containing the information about my interview questions. I continued interviewing my colleague, Julie, whom I teach first grade with.
https://www.smore.com/n5tdb-interview-questions]]> 2018-10-20 01:44:43 UTC https://padlet.com/rachelallen5564/2sz941frhdi1/wish/295034436 rachelallen5564 https://padlet.com/rachelallen5564/2sz941frhdi1/wish/295035386 *I felt confident in discussing math concepts, as I feel I am gaining knowledge on math instruction.

*The interview ran smoothly and I was able to explain concepts to Julie if she did not fully comprehend the question or content being discussed.

*Julie asked me questions at the end and seemed eager in discussing the standards of mathematical practices further during our planning.]]> 2018-10-20 01:58:53 UTC https://padlet.com/rachelallen5564/2sz941frhdi1/wish/295035386 rachelallen5564 https://padlet.com/rachelallen5564/2sz941frhdi1/wish/295035533 * I am still learning the information relating to these concepts, and want to continue sounding more confident when discussing them.

*I did not get a chance to observe Julie and discuss the procedural and conceptual concepts and how they are discussed as a class in her lessons.

*This opened by eyes to the areas I still need to work on with my students. I see this as a strength as well, but it was also interesting that I thought teaching procedural math was just as important as conceptual learning. This shows that I need to reflect more frequently on areas to improve upon.]]> 2018-10-20 02:00:54 UTC https://padlet.com/rachelallen5564/2sz941frhdi1/wish/295035533