Chapter One
In this chapter, I was brought to the awareness of the
various framework and standards for Mathematics. These are similar to those
that we practice locally in the mainstream schools. I am particularly drawn to
two key learning points from this chapter.
Firstly, it is the “characteristics, habits of thought,
skills, and depositions” of becoming a teacher of Mathematics (Van De Walle,
Karp, Bay-Williams, 2013, p. 9). I agree
and understand that as a teacher, we need to be adaptive, flexible and have a
good grasp of knowledge. This applies in all areas of learning, not just in
mathematics. It is important for teachers to develop positive attitudes in
learning, adapting and accepting changes because teachers are role models for
the children. And if we want children to develop a positive attitude for
learning, then we need to first show the way and walk the talk.
Secondly, it is evident in the various curriculum goals and
standards that the long-term goal for all learners is to develop lifelong problem-solving
skills. Mathematics is not just about numbers, fractions, decimals, graphs and
modals. It comprises of the concepts, skills and foundations that can be used
in the children’s daily lives.
Chapter Two
I like this chapter as it draws out the understanding of
mathematics into concrete learning. I
can identify that sometimes learning mathematics can be rigid and boring when I
was schooling. In this chapter, there were two most applicable key ideas that I
could use in my own teachings.
Firstly, there is no one solution in almost all the
questions. This is crucial to me because as a teacher, sometimes I expect a
certain answer or a certain way of solving the problem. This makes mathematics
NOT what it should be. In fact, this concept behind this key idea is
interesting and it makes meaning to me.
“Doing mathematics includes using justification as a means
to determining whether an answer is correct. The answer, then, to the question,
is that the answers lie in your own reasoning and justification”.
(Van De Walle, Karp, Bay-Williams, 2013, p. 19)
It sounds like what a historian would argue and justify.
Mathematics is no longer the same anymore!
Secondly, I like the idea that teaching mathematics can be
relational and diverse. Sometimes as teachers, we struggle to find a suitable
method or strategy to teach a concept to a group of children. But I learnt in
my own classroom that if I make the effort to look into offering alternative
learning styles for my students, they could enjoy learning mathematics too (Van
De Walle, Karp, Bay-Williams, 2013, p. 27).
On a personal note, I think teaching concepts to children
can be interesting and fun. Sometimes when things get mundane, children can
also be uninterested and unmotivated to learn. But we could all use a trick or
two to turn a lesson into a game that can make children learn without
front-loading all the information directly on them. This makes them learn
unknowingly and can even retain information too!
