I find it extremely interesting that most teachers were not able to give the correct answer to the fraction problem. Fractions may take some time to understand, but a teacher should be able to understand and implement a problem regarding fractions. Also, does putting a fraction into story form confuse teachers and so they are not able to put in the correct way? I believe that teachers need to make sure they are not getting confused with connecting the symbols to elements in the story and then connecting them the wrong way. It may also be the way the education system in America teaches mathematics which hinders students from properly knowing how to put a problem like that into story form. There is obviously something wrong with our system and
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I understand where the American teachers are coming from, because I have received the same elements of education that they have received. When I first read the problem I was confused and would not have known how to solve it or put it in a story form either, unless I really worked at it. However, when I read the Chinese teachers’ explanations the problem seemed much clearer and I knew that I could go about it solving it. The frustration that I felt and that some of the teachers felt in solving the problem is simply from not knowing how to approach the problem. Obviously, there is a difference in our education system and the Chinese education system. I must take control of my own knowledge, whether of fractions or of a different mathematical concept, so that I am able to teach my students in a clear way. I do not want my students to ever be in the place that the American teachers were. There were several elements that stood out to me in what I can do differently in teaching my future …show more content…
American teachers stuck to food, mostly circular, that did not allow the right answer to come from the problem. The majority also just came up with one example, if any. Some teachers tried to relate to recipes. Chinese teachers on the other hand, had a huge variety of stories. They related to all aspects of life: travel, work, village life, food, and distance. Most teachers gave more than one example. When I was reading the American teachers problems, they confused me, I wasn’t able to see a clear way of how I could solve the problem. However, with the Chinese teachers problems I was able to mentally picture the problem and I knew instantly how I would go about solving the problem. Being able to represent numbers correctly in story form is a valuable lesson to learn, that all teachers can learn. When I teach my students I want to always represent correctly, that way they will not be confused. The distance problems, especially to me, made so much sense instead of trying to picture some pizzas or candy bars. I think it is important to connect mathematical problems to all aspects of our lives, not just in
I understand where the American teachers are coming from, because I have received the same elements of education that they have received. When I first read the problem I was confused and would not have known how to solve it or put it in a story form either, unless I really worked at it. However, when I read the Chinese teachers’ explanations the problem seemed much clearer and I knew that I could go about it solving it. The frustration that I felt and that some of the teachers felt in solving the problem is simply from not knowing how to approach the problem. Obviously, there is a difference in our education system and the Chinese education system. I must take control of my own knowledge, whether of fractions or of a different mathematical concept, so that I am able to teach my students in a clear way. I do not want my students to ever be in the place that the American teachers were. There were several elements that stood out to me in what I can do differently in teaching my future …show more content…
American teachers stuck to food, mostly circular, that did not allow the right answer to come from the problem. The majority also just came up with one example, if any. Some teachers tried to relate to recipes. Chinese teachers on the other hand, had a huge variety of stories. They related to all aspects of life: travel, work, village life, food, and distance. Most teachers gave more than one example. When I was reading the American teachers problems, they confused me, I wasn’t able to see a clear way of how I could solve the problem. However, with the Chinese teachers problems I was able to mentally picture the problem and I knew instantly how I would go about solving the problem. Being able to represent numbers correctly in story form is a valuable lesson to learn, that all teachers can learn. When I teach my students I want to always represent correctly, that way they will not be confused. The distance problems, especially to me, made so much sense instead of trying to picture some pizzas or candy bars. I think it is important to connect mathematical problems to all aspects of our lives, not just in