Hi there!
Here are my thoughts on the YouCubed project!
As a future educator of the 21st century, YouCubed is an exceptional resource to have at hand. Created and launched by math specialist Jo Boaler, the YouCubed project is the new movement to revolutionize math teaching and learning. In her 01:26 video introducing YouCubed, Boaler shares her intentions and main purpose for YouCubed - that being, to use her research and knowledge with regards to what excites children, what helps them learn, and what gets kids excited about mathematics to supply educators with exciting and innovative ways of teaching primary and elementary mathematics. As a current university student studying and learning how to be a teacher of mathematics, I was immediately intrigued after viewing this video and hearing Boaler's mission - to transform the beliefs that students form about math and their own potential with math.
On first glance and scroll-through, I was primarily impressed by the organization of the website. Boaler has organized the website into four main sections: 1) big ideas, 2) content and tasks, 3) math and innovation, and 4) tools for parents. After viewing each section independently, I feel in favor and supportive of the YouCubed project as I was able to better see and understand its high potential for students and parents as well as both current and future educators.
Under "big ideas," Boaler includes a link to her article titled "Unlocking Children's Math Potential: 5 Research Results to Transform Math Learning." I found this article particularly interesting. In this article, Boaler acknowledges what she refers to as "the huge elephant standing in most math classrooms" - the idea that only some students can do well in math. Her paper summarizes five recent and important areas of knowledge that have emerged from studies of the brain and learning that address this myth: 1) All students can achieve at high levels, 2) Students' ideas about their ability determine their learning pathways and math achievement, 3) Mistakes and struggle are extremely important for learning, 4) Mathematics should be disassociated from speed, and 5) Teachers messages are hugely powerful. This last point was intriguing and of most interest to me as a future educator who will someday deliver such powerful messages to my students. After reading this article, delivered and supplied by Boaler, I feel much more prepared for my future teachings and I now recognize, more than ever before, the importance of positive messages.
Under "content and tasks," math concepts are organized by elementary, middle school, and high school with links for each category.
Under "tools for parents," I was pleased to find another link to a new article written by Boaler, listing and explaining a number of highly interactive and motivating elementary math games. Although this document of games is found under "tools for parents," I found this article particularly interesting as it allowed me to gain knowledge of these games, all of which hold the potential to be included into my future teachings. Aside from providing me with some great and useful ideas, this document was also highly impressive to me as it is very well organized and includes all necessary information including how to play, what materials are required to play as well as any existing variations of the game. I feel that this document is a great resource to both educators and parents in motivating students to participate in and enjoy mathematics.
Also under "tools for parents," Boaler has again impressed me with her own document titled "Twelve Steps to Increase Your Child's Math Achievement and Make Math Fun," which can also be easily accessed through YouCubed. Although I recognize the importance of all twelve points, I was especially intrigued and surprised by numbers 1) Never praise children by telling them they are "smart," 6) Encourage drawing whenever you can, and 12) Play games. I appreciate the reminder of including the arts and playing games as other means of learning as such learning styles are not always accommodated in daily mathematics classes.
According to the website, "YouCubed will not only make math enjoyable for learners, it will allow students to see the way math will help them in their lives and work." I feel that this is extremely important as this way learning is authentic and meaningful. Although the site is not yet fully operational, Boaler ensures that the site will be filled with tasks, materials, and video ideas of engaging ways to teach multidimensional mathematics. Based on what I have seen thus far, I am a supporter of the YouCubed project. I look forward to the fully operational site and its yet-to-come customized professional development plans that include video, resources, and workshop options all designed to improve math teaching and learning. What a great resource!
Natalie
Thursday, January 30, 2014
Wednesday, January 22, 2014
What is Mathematics Anyway?
Hi again!
When I first read the topic or guiding question for this week's blog, I was immediately intrigued as I had never before considered the complexity of this question nor had I put much thought into it. Considering the fact that mathematics is a core subject of the K-12 curriculum and the fact that I have been engaged in some form of mathematics on a daily basis since kindergarten, both in and outside of the school setting, I find it surprising to think that I had never before considered this question. So what is mathematics anyway?
Google search engine defines mathematics as "the abstract science of number, quantity, and space." According to Google's definition, mathematics "may be studied in its own right (pure mathematics) or as it is applied to other disciplines such as physics and engineering (applied mathematics)." When I asked Siri on my iPhone, "what is mathematics?," I was linked to Wikipedia's definition of mathematics: "mathematics is the abstract study of topics such as quantity, structure, space, and change." With two of these brief and specific definitions in mind, I was not satisfied so decided to continue researching and investigating this question.
In Masao Morita's "What is Math About?" TEDx video, founded on YouTube, Morita describes math as not about numbers, not about calculations, but about logic. According to Morita, "it's the very act of looking inside your mind and encountering with your own self, encountering with your own rich inner universe, your jojo." So what does it mean to do mathematics? To do mathematics, as discussed in this video, one must encounter his or her own mind. It involves both patience and attention.
Throughout my research, I was faced with many deeper thoughts with regards to the subject of mathematics and its definition. I soon found myself, like many math fanatics, pondering the mind-boggling question: is mathematics invented or discovered? Can mathematics be discovered or is it simply invented by the minds of great mathematicians? Upon further research of this question, I came across several distinct theories, each expanding on the debate of mathematics as a human discovery or as a human invention. According to research, favors of the Platonic theory argue that math is a discoverable system that underlies the structure of the universe. In other words, the universe is made of math and the more we understand this vast interplay of numbers, the more we can understand nature itself. Greek philosopher Plato believed that mathematics exists independent of humans and will continue on long after we are extinct. Several other theories support the opposing argument - that math is a man-made tool and just so happens to correspond with the universe. For instance, the logistic theory holds that mathematics is an extension of human reasoning and logic. Similarly, the formalist theory argues that mathematics boils down to the manipulation of man-made symbols. According to research, mathematics has even been linked to fairy tales as in the fictionalist theory.
I feel that a person's defining or viewing of mathematics highly depends on that person's experiences with mathematics and recognition of its existence. I believe that mathematics is all around us. Its existence is unavoidable. It exists within our daily lives in many forms and ways. Like Morita, I believe that mathematics is much more than just numbers and calculations. Everyday there is a new theory, a new idea, a new concept is being created. A world without math is unimaginable.
Natalie
When I first read the topic or guiding question for this week's blog, I was immediately intrigued as I had never before considered the complexity of this question nor had I put much thought into it. Considering the fact that mathematics is a core subject of the K-12 curriculum and the fact that I have been engaged in some form of mathematics on a daily basis since kindergarten, both in and outside of the school setting, I find it surprising to think that I had never before considered this question. So what is mathematics anyway?
Google search engine defines mathematics as "the abstract science of number, quantity, and space." According to Google's definition, mathematics "may be studied in its own right (pure mathematics) or as it is applied to other disciplines such as physics and engineering (applied mathematics)." When I asked Siri on my iPhone, "what is mathematics?," I was linked to Wikipedia's definition of mathematics: "mathematics is the abstract study of topics such as quantity, structure, space, and change." With two of these brief and specific definitions in mind, I was not satisfied so decided to continue researching and investigating this question.
What is Math About?
In Masao Morita's "What is Math About?" TEDx video, founded on YouTube, Morita describes math as not about numbers, not about calculations, but about logic. According to Morita, "it's the very act of looking inside your mind and encountering with your own self, encountering with your own rich inner universe, your jojo." So what does it mean to do mathematics? To do mathematics, as discussed in this video, one must encounter his or her own mind. It involves both patience and attention.
I feel that a person's defining or viewing of mathematics highly depends on that person's experiences with mathematics and recognition of its existence. I believe that mathematics is all around us. Its existence is unavoidable. It exists within our daily lives in many forms and ways. Like Morita, I believe that mathematics is much more than just numbers and calculations. Everyday there is a new theory, a new idea, a new concept is being created. A world without math is unimaginable.
Natalie
Monday, January 20, 2014
Sir Ken Robinson - Do Schools Kill Creativity?
Hi all!
Last class we were shown Sir Ken Robinson's 2006 TED Talk, a 20:04 minute video titled "Do Schools Kill Creativity?" Upon reflection of this video, there were many things that deeply resonated with me and struck me as both interesting and surprising. Robinson states that education "goes deep with people," similar to the ways of religion, money, and other things. This particular statement is interesting to me as it better depicts how educators are viewed and how important their many roles are to society. It makes me feel important and proud to say that I am studying to become an educator. Robinson also discusses how children starting school this year will be retiring in 2065 and that, despite all of the expertise, no one knows what the world will be like yet we, educators, are supposed to educate students about this world. This discussion is both interesting and troubling to me, resonating with me as a future educator. At 2:13, Robinson states: "It's education that's supposed to take us into this future that we can't grasp." After thinking about this statement, I was quick to realize how true these words really are in the rapidly advancing world in which we live.
With regards to why this video applies to our class about teaching children mathematics, the video demonstrates and explains the importance of recognizing how education must be kept up-to-date and match the world's rapid advancements. Technology, for example, must be incorporated into daily teachings and can be easily adapted to the subject of mathematics. As Robinson states at 18:24, "we have to rethink the fundamental principles on which we are educating our children." We, future educators, must prepare for the future world and for teaching our students who will be brought up in it. Especially in mathematics, creativity can be found and practiced in many new ways.
Natalie
With regards to why this video applies to our class about teaching children mathematics, the video demonstrates and explains the importance of recognizing how education must be kept up-to-date and match the world's rapid advancements. Technology, for example, must be incorporated into daily teachings and can be easily adapted to the subject of mathematics. As Robinson states at 18:24, "we have to rethink the fundamental principles on which we are educating our children." We, future educators, must prepare for the future world and for teaching our students who will be brought up in it. Especially in mathematics, creativity can be found and practiced in many new ways.
Natalie
Wednesday, January 15, 2014
Math Autobiography
Upon reflection of my own learning of mathematics in school, I recall always enjoying the subject of mathematics. I remember always looking forward to math class and enjoying practicing math problems as a young student.
With regards to what mathematics looked like in my K-6 classrooms, appearance varied depending on the grade level. In primary grades, I remember a number line display overhead above the chalk/white board as well as various posters and displays of number tables. I also remember the addition, subtraction, multiplication, and division signs that were placed on the classroom walls, almost as classroom decorations. In elementary grades, I remember poster displays of multiplication and division tables mounted on classroom walls, available for student viewing and learning. In both my primary and elementary classrooms, math was always evident in the classroom set-up. In a sense, math surrounded us primary and elementary students.
Throughout my primary and elementary school years, I always considered myself to be "good" at mathematics. I remember looking forward to getting my tests back and generally enjoying practicing math problems and working on my math homework especially. It wasn't until my last year of high school when I started feeling differently about mathematics as I was suddenly challenged by the material more so than in prior years. Although I still managed to do well, I remember having to dedicate much more of my time to studying math throughout my final year. It was no longer something that seemed to come natural to me and required little effort. As a fifth year student at Memorial University, I have completed the following mathematics courses: Math 1090 and Math 1051, which were two required courses upon entrance into the faculty of education.
The role of the teacher in my math classes often involved appearing enthusiastic and excited about the concepts of mathematics, demonstrating a positive and motivating attitude towards learning math. Upon reflection, the majority of my primary and elementary teachers introduced various concepts of math in an exciting way and always introduced math as a subject of great importance. In saying this, I think that my teachers recognized the importance of teaching math in a fun way wherever and whenever possible. I remember often using hands-on objects such as counting blocks in primary grades and money pieces in elementary grades, which I feel was very effective.
As a university student, I recognize that math is everywhere and is a major component of my daily life. I utilize math on a daily basis whether it be through an actual mathematical problem, making a purchase and dealing with money, or filling out my monthly agenda assorted by numbered dates. My current feelings towards the subject of mathematics overall are positive. I feel as though math is an extremely important subject for students of all grade levels and people of all ages as it is in our lives daily in some form. I look forward to learning more about mathematics and how to effectively teach mathematics to primary and elementary students.
- Natalie
With regards to what mathematics looked like in my K-6 classrooms, appearance varied depending on the grade level. In primary grades, I remember a number line display overhead above the chalk/white board as well as various posters and displays of number tables. I also remember the addition, subtraction, multiplication, and division signs that were placed on the classroom walls, almost as classroom decorations. In elementary grades, I remember poster displays of multiplication and division tables mounted on classroom walls, available for student viewing and learning. In both my primary and elementary classrooms, math was always evident in the classroom set-up. In a sense, math surrounded us primary and elementary students.
Throughout my primary and elementary school years, I always considered myself to be "good" at mathematics. I remember looking forward to getting my tests back and generally enjoying practicing math problems and working on my math homework especially. It wasn't until my last year of high school when I started feeling differently about mathematics as I was suddenly challenged by the material more so than in prior years. Although I still managed to do well, I remember having to dedicate much more of my time to studying math throughout my final year. It was no longer something that seemed to come natural to me and required little effort. As a fifth year student at Memorial University, I have completed the following mathematics courses: Math 1090 and Math 1051, which were two required courses upon entrance into the faculty of education.
The role of the teacher in my math classes often involved appearing enthusiastic and excited about the concepts of mathematics, demonstrating a positive and motivating attitude towards learning math. Upon reflection, the majority of my primary and elementary teachers introduced various concepts of math in an exciting way and always introduced math as a subject of great importance. In saying this, I think that my teachers recognized the importance of teaching math in a fun way wherever and whenever possible. I remember often using hands-on objects such as counting blocks in primary grades and money pieces in elementary grades, which I feel was very effective.
As a university student, I recognize that math is everywhere and is a major component of my daily life. I utilize math on a daily basis whether it be through an actual mathematical problem, making a purchase and dealing with money, or filling out my monthly agenda assorted by numbered dates. My current feelings towards the subject of mathematics overall are positive. I feel as though math is an extremely important subject for students of all grade levels and people of all ages as it is in our lives daily in some form. I look forward to learning more about mathematics and how to effectively teach mathematics to primary and elementary students.
- Natalie
Welcome!
Welcome to my Education 3940 blog! Throughout the semester, I will compose and post various blogs detailing my experiences with mathematics as a subject as well as my experiences in learning about the teaching of primary and elementary mathematics.
I hope you all enjoy my shared experiences and thoughts!
- Natalie
I hope you all enjoy my shared experiences and thoughts!
- Natalie
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