1. One of the most important things that I have learned so far is the importance of allowing and facilitating student's use of culturally relevant problem solving techniques. We have learned that in different cultures solve problems in different ways and it is important as educators to be cognizant of how are students solve problems and how to support students in solving problems in the way that makes the most sense to them culturally. Van de Walle talks about how students who speak multiple languages code-switch, and how it can be important for these students based of their culture to hear mathematical terms in both English and their native language in order to best learn (2016). Especially with multiplication and division, I think it can be challenging for students to grasp the problems they are being asked to
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Similarly, we have talked about making sure that our examples and word problems go beyond being "real world" appropriate but transcend into the realm of examples, models and problems based on the authentic experiences of our students. I was particularly interested in the program Dr. Jones discussed in class where students rode the subway and collected evidence while in the experience itself. I think this is important because it provides a context for math problems that becomes relevant because they have direct exposure to why these problems are necessary to be able to solve. This is such an important technique for teachers to master that the Teacher Practice Rubric identifies the importance of “authentic tasks (to the extent possible) that immerse students in real-world concepts, application, or practice (2016). When I have my own class, I want to make sure that I give my students experiences that we can use to collect data and create authentic problems together. Knowing how to divide could seem irrelevant to a student’s life, but needing to find out how many subway trips they can go on before they use their 20 dollars could be incredibly
Similarly, we have talked about making sure that our examples and word problems go beyond being "real world" appropriate but transcend into the realm of examples, models and problems based on the authentic experiences of our students. I was particularly interested in the program Dr. Jones discussed in class where students rode the subway and collected evidence while in the experience itself. I think this is important because it provides a context for math problems that becomes relevant because they have direct exposure to why these problems are necessary to be able to solve. This is such an important technique for teachers to master that the Teacher Practice Rubric identifies the importance of “authentic tasks (to the extent possible) that immerse students in real-world concepts, application, or practice (2016). When I have my own class, I want to make sure that I give my students experiences that we can use to collect data and create authentic problems together. Knowing how to divide could seem irrelevant to a student’s life, but needing to find out how many subway trips they can go on before they use their 20 dollars could be incredibly