Kelsey, Petah

EDUG 506
PRQ #3
February 12, 2015
Math is not a Foreign Language
Math can feel like a different language sometimes. For example, the math
expression Simplify 3(6x - (2 - 6y + 5x) + 4y) could look like this:
(Math is hard in Korean)(Google Translate). Not always having the proper tools to be
able to do math has always set me at a disadvantage from my peers. My family moved in
between my third and fourth grade years; thus, I switched schools. In one school,
multiplication facts were taught in third grade, and in the other school, it was taught in
fourth grade. Because of this, the odds were not in my favor I never learned my
multiplication facts; I believe this was the start of my troubles. As a future teacher, I will
know what struggles my students are going through and how to help them. Some of the
ways I can take ownership of the subject matter and make the subject accessible and
memorable is by using repetition, creative concepts, and technology.
Repetition is key when learning new and complex material. Singing songs that
repeat the math facts over and over will help make the concepts become concrete for
them and for me. A quick review of past material can only help make the concepts
become ingrained, and it helps warm up the brain in order to have it ready for new
material. Gardner (1991) believes, Intelligence is always an interaction between
biological proclivities and opportunities for learning in a particular cultural context (p.
3). By being able to measure my students progress, I will see where they may need more
or less help and what concepts I need to repeat or teach in a small group with the specific

students. Although math can be fun through repetition, tapping into my students creative
side may facilitate a learning style that I was not aware of.
Combining multiple intelligences, such as art and math, will be one way I wish to
engage my students. According to Burkhardt, the concept of Universal Design for
Learning (2014) defines, as a means for teachers to have a more flexible way of
presenting material and for students to have a more flexible way of demonstrating their
knowledge (Burkhardt, 2014, p. 8). If we were learning the number five, my students
and I would draw a tree with colored markers. Then, with an apple stamp, we would
stamp the tree five times as we were counting aloud. The visual, auditory and
mathematical-minded children will have all learned a new concept, and my creative need
would be filled. Combing subjects is a necessary tool to keep in mind when planning
lessons, another thing to think about is technology.
Technology is a useful tool and can be helpful to all needs in the classroom. TPE
Math 1.4 states, Candidates provide students the opportunity to use and evaluate
strengths and limitations of media and technology as integral tools in the classroom
(Commission on Teacher Credentialing (CTC), (2013). Math and technology can work
together. There are many different math-based programs and one in particular that I am
aware of is the Khan Academy. The Khan Academy is a program where my students can
work at their own pace and master skills at personalized levels. This way, I can check
their progress and know how I can facilitate the help they need.
In conclusion, if I have tried my best to facilitate learning the best way I know
how by trying different modalities such as repetition, creative concepts, and technology
then I know I will be successful. When I have my classroom, I know that one of my

classroom rules will be provide a secure environment for taking intellectual risks and
they model and encourage students to use multiple approaches to mathematical
problems(TPE Mathematics 1.5)(CTC, 2013). Even though I may not be the strongest in
math, I know that I will do my best to help all of my students learn in any way I know
how to.

References
Burden, P.R., & Byrd, D.M. (2013). Methods for effective teaching (6 ed.). Upper
th

Saddle River, NJ: Pearson Education, Inc.

Burkhardt, W. (2014). Universal design for learning: An overview and examples
of how to use it in the classroom. OnCUE, 8-9.
Commission on Teacher Credentialing. (2013). California teaching performance
expectations. Retrieved from http://www.ctc.ca.gov/educator-prep/TPA-files/TPEsFull-Version.pdf

Gardner, H. (1991). Intelligence in seven steps. Retrieved from

http://education.jhu.edu/PD/newhorizons/future/creating_the_future/crfut_gardner.cfm

Google Translate. Retrieved from https://www.google.com/#q=google+translate