Portfolio for MT-243

By Elizabeth (Libby) Kent

Fall 2013
Process standards:
1.1 pages 2-3

3.1 page 5

5.1 page 8

1.2- pages 3-4

3.2- page 6

5.2- page 8

1.3- page 4

3.3- pages 6-7

5.3- page 9

1.4- pages 4-5

3.4 pages 7-8

Pedagogy standards:
8.2- page 10

8.5 page 11

8.3- page 10

8.6- page 12

Content Standards:
9.1- pages 13-14

9.4- page 17

10.3- page 18

9.2- page 15

10.1-page 17

10.4- page 19

9.3- page 16

10.2-page 18

10.5- pages 19-20

Bulletin Board discussion- pages 21-22

Mathematical autobiography pages 23-24
End of course reflection page 25

Process Standards
Standard 1: Knowledge of Mathematical Problem Solving
1.1 Apply and adapt a variety of appropriate strategies to
solve problems.

In this problem, I applied different strategies such as the concrete model using
tens sticks, the lattice model, the standard algorithm, the repeated subtraction,
and the partial products in an array model to solve the addition, subtraction,
multiplication, and division problems given.

1.2 Solve problems that arise in mathematics and those

involving mathematics in other contexts.

In this problem, I created story problems based on given numbers to show how math
can be used in the real world. I have included solutions to these problems which
describe different contexts math can show up in.

1.3 Build new mathematical knowledge through problem

solving.

This example of my work shows how I built on new mathematical knowledge through
problem solving. In this problem, Greg Tang introduced a new algorithm for
subtraction. My problem solving abilities were used for decoding the algorithm, then
using it to solve two other problems. In this way, new mathematical knowledge, a new
algorithm for subtraction, was created.

1.4 Monitor and reflect on the process of mathematical

problem solving.
Throughout the semester, we took online homework quizzes to reflect on our
mathematical learning. We were able to monitor our progress through these quizzes
based on each section of homework. These would indicate if we needed more practice
on a certain lesson. See an example of a quiz below:

Standard 3: Knowledge of Mathematical Communication

3.1 Communicate their mathematical thinking coherently
and clearly to peers, faculty, and others.

In this problem on Assessment number 1, I had to define the meaning then provide
examples to support the definition I supplied. I read my answer to my peer to make
sure it made sense, then my teacher looked and it, and I could use this definition and
example to teach in schools as well. I had to communicate the meaning clearly in order
for it to make sense.

3.2 Use the language of mathematics to express ideas

precisely.

In this problem, I used the language of mathematics to express how to solve this
problem in a very detailed manner. I used the words complement, intersection,
disjoint, and universal set to explain my answer.

3.3 Organize mathematical thinking through communication

In these two problems involving different number systems, I had to organize my

thinking about our own Hindu-Arabic number system before I could relate it to other
systems. I had to communicate with others in order to figure out these other systems.

These other number systems are the way these people communicate their
mathematical thinking using pictorial representations.

3.4 Analyze and evaluate the mathematical thinking and

strategies of others

This example of giving feedback to the student work shows how I analyzed and
evaluated their mathematical thinking and strategies. I had to figure out how they were
strategically thinking before I could help them correct their mistakes. I gave them tips
on how to arrive at the correct answer using their thought process.

Standard 5: Knowledge of Mathematical Representation

5.1 Use representations to model and interpret physical,
social, and mathematical phenomena.

My work in this problem shows how I used the two color chip representation to model
the problem (-5)(-3). This method is a great way to teach children about multiplying
negative numbers since there is physical evidence of the answer of 15.

5.2 Create and use representations to organize, record, and

communicate mathematical ideas.
I created and used this
Venn diagram to organize
and record the information
I was given about the
amount of students who
played each sport. I was
able to communicate the
mathematical ideas in this
form and find out how
many students played one
or more of the three sports.

5.3 Select, apply, and translate among mathematical

representations to solve problems.

In this problem, I selected five different mathematical representations to solve the

problems. I used the standard algorithm, the lattice algorithm for addition, the
expanded algorithm, the concrete model for subtraction and the equal-additions
algorithm. Using these different algorithms allowed me to translate the main idea into
different ways of solving the problem.

Pedagogy Standards
Standard 8: Knowledge of Mathematics Pedagogy
8.2 Selects and uses appropriate concrete materials for
learning mathematics
In this problem, I used base
ten sticks to solve the
addition problem given.
Base ten blocks are a
concrete material that can
be used in learning math.

8.3 Uses multiple strategies, including listening to

understand the ways students think about mathematics, to
assess students mathematical knowledge.

In each homework assignment, there is a section called mathematical connections.

Students in a classroom ask questions based on the lesson learned that day. It is our job
as the teacher to address these questions with a thoughtful answer. These are three
responses to student questions in lesson 3-1, Mathematical connections numbers 1719. I listened (or rather read) to the student to understand the way they were thinking,
then answered (wrote) what I would say to them to assess their mathematical
knowledge.

8.5 Participates in professional mathematics organizations

and uses their print and on-line resources.

I participated in the NCTM professional mathematical organization by use of their print

and on-line resources. I read one of their magazines and wrote a reflection on what I
read, and used their online website to obtain a math standard for my lesson plan which
is shown in my overall goal box.

8.6 Demonstrates knowledge of research results in the

teaching and learning of mathematics

I used the NCTM website to research the different math standards in specific grade
levels. I used these standards to teach the lesson, and help the students learn the
standards as well. Researching the standards also allowed me to find out what I should
be learning in order to become a successful teacher.

Content Standards
Standard 9: Knowledge of Number and Operation
9.1 Develop the meaning of addition, subtraction,
multiplication, and division and provide multiple models for
whole number operations and their applications

This piece of my work shows the first part of this standard. I developed the meaning of
addition, subtraction, multiplication, and division in terms that other people can
understand.

The second part of the standard is shown in the next example of my work. I used
multiple models (take-away, missing addend, comparison, repeated subtraction, and
partition) with whole number operations to create problems that can be applied to the
students real life. The work is shown on the next page.

9.2 Recognize the meaning and use of place value in

representing whole numbers and finite decimals, comparing
and ordering numbers, and understanding the relative
magnitude of numbers.

This problem demonstrates the first part of the standard. It shows that I recognized the
meaning and use of place value in representing whole numbers and finite decimals. I
placed each number in the correctly labeled place value column in order to add the two
numbers together.

In this problem, I compared and ordered the two numbers of student scores for each
class. I had to change the denominators so they were the same before making the
comparison. Answering the question with Brens class showed that I understood the
magnitude of the numbers, or how much they were worth.

9.3 Demonstrate proficiency in multi-digit computation using

algorithms, mental mathematics, and computational
estimation.

My work in the above problem shows how I demonstrated using different algorithms
for multi-digit computation.
The problem to the right shows using
computational estimation to estimate the
mixed numbers then mental math to
compute the estimated answer in my head.

9.4 Analyze integers and rational numbers, their relative size,

and how operations with whole numbers extend to integers
and rational numbers.

The problem on the left shows how I analyzed rational numbers and their relative size,
but putting them in order from greatest to least. The problems on the right show how
operations with whole numbers extend to integers. I used addition and subtraction of
integers to find the value of x in parts a and b, and I used division of an integer to find
the value of x in part c.

Standard 10: Knowledge of Different Perspectives on

Algebra
10.1 Explore and analyze patterns, relations, and functions.
In the problem to the right, I explored and
analyzed number patterns and found the nth
term formula for each problem. The nth term
formulas help to show the relations of each
number in the pattern to the next number in
the pattern. The nth term equation is an
example of a function, or a
relationship/expression involving one or more
variables.

10.2 Recognize and analyze mathematical structures.

In this problem, I had to recognize and analyze mathematical structures. Structures are
the categories numbers are heaped together into. In part a, I recognized that sets A
and C together are the same set so they equal each other. In part b, I saw that sets A
and B together equal the set of Natural numbers since it starts with one and continues
to infinity adding one each time. In part c, sets A and B do not intersect at all, therefore
they are part of the null set. I needed to know the mathematical structures before I
could categorize these numbers.

10.3 Investigate equality and equations.

In this problem I showed how two fractions were equal by reducing the larger one
down to the small one. I had to reduce in order to find equality in these equations.

This problem also shows equality in equations since whatever I add or subtract from
one side of the equal sign, I must do to the other side as well.

10.4 Use mathematical models to represent quantitative

relationships
I used the two-color chip model to represent the
relationships between different numbers. In part
a, I showed that there are 5 positive dots, and 3
negative (filled in). Added together, they would
be 2 positive since the 3 positive and 3 negative
cancel out.

The number line model to the

left also shows the relationship of 5
and negative 3 in arrow form. It
shows where they overlap and how
one can find the answer to the
question.

10.5 Analyze change in various contexts

This problem shows a change in the price of pencils. They were originally 12 cents but
were raised to a number less than 20 cents. The question was finding the price of the
new pencils if the total was $2.09.

This problem I wrote for assessment 1 represents change in different contexts because
you are starting with a fixed amount and adding more onto it to get a new amount. The
context is pieces of chocolate in your hand.

Lastly, this problem represents change in the context of different number systems. One
must know how to convert from one system to another in order to represent a
number. This example shows how number representations have changed over time.

Bulletin Board Discussion

Jessica Boyle and Libby Kent

Our content of line symmetry can be found in section three of chapter
eleven of the A Problem Solving Approach to Mathematics for Elementary
School Teachers textbook. Line symmetry is a common core standard in
Mathematics under the geometry category. The specific standard is labeled,
CCSS.Math.Content.4.G.A.3 and states, Recognize a line of symmetry for
a two-dimensional figure as a line across the figure such that the figure can
be folded along the line into matching parts. Identify line-symmetric figures
and draw lines of symmetry (Common Core State Standards Initiative:
Preparing America's Students for College & Career, 2012).
The purpose of our display is allowing students to interactively play
with the idea of line symmetry. We hope that by the end of their discoverybased-learning with the board, they will be able to recognize a line of
symmetry and know what it is, be able to identify line-symmetric figures,
and be able to draw lines of symmetry. If the students can correctly
complete all of these activities successfully, they will have met the common
core standard.
The reason for our choice of display ideas was rather quite simple.
Since Halloween is coming up, we decided to use that theme for our objects
and board. We found that many of the decorations already had line
symmetry in them, so this would be an appropriate theme to use. Students
could also connect their math learning of line symmetry to the actual
holiday, and hopefully find their own examples of it during festivities and
celebrations, therefore making real-life connections.
Works Cited
(2012). Retrieved October 6, 2013, from Common Core State Standards
Initiative: Preparing America's Students for College & Career:
http://www.corestandards.org/Math/Content/4/G/A/3

Mathematical Autobiography
Math is a crucial part of education. Math along with reading/writing are the most
important subjects in schools that require the most amount of time. Almost everything else in
the classroom revolves around these two subjects. There are many classifications of math
including geometry, algebra, probability and statistics, calculus, and more. In elementary
school, these categories are broken down to learn the basics of each one. This allows teachers
to build on the basic skills from year to year leading up to the higher classes. My mathematical
education up to this point has been very diverse in the learning and teaching styles I have
experienced.
Math learning styles I have experienced range from in-class work, to teaching myself, as
well as discovery-based learning. Learning from Power Points, Smart-board lessons, and inclass activities have helped me learn math the best. In the younger grades we would do
worksheets in class and take timed fact tests to build our math facts. Playing math games such
as buzz also helped with memorization of facts. Some class work did not help in teaching a
certain lesson. Specifically in one of my trigonometry classes, I would pay attention all class to
the notes the teacher was talking about, but some concepts would not click for me. In these
cases, I would go home and read the textbook to learn the concept. I also asked many questions
to pinpoint my exact places of struggle. I was not satisfied with my work until every problem
was done correctly with the work shown. Once in a while I would use discovery-based learning
when I did something so repetitively that I would teach myself a shortcut, or learn an easy
formula to solve the problem. These instances made me feel smart and accomplished since not
every student in the class would discover the strategy the teacher was trying to get us to find
and use.
Every math teacher I had delivered a different teaching style. In kindergarten, math was
basically adding objects and using representations to begin math problems. In first and second,
worksheets were used and the teacher modeled different problems on the board. In third grade
we did many timed tests and possibly worked in a workbook. I think we started using a
textbook in fourth or fifth grades. Anyhow, I really remember my 6th grade math teacher since
she used little jingles to help us remember definitions of math terms and she would have very
elaborate lessons that got us going. She had a board on the back wall called quiz show. Each
week a difficult multi-step math problem would be posted. If you wanted to try to solve it, you
put your entry in the box and at the end of the week there would be a drawing amongst the
people with the correct answer. This really got us excited for math and to use those higher-level
thinking skills to think of the problem in different ways. It also challenged the students that
were having an easy time in class.
My teachers for seventh and eighth grade math had completely different approaches. I
did not like my seventh grade math teachers teaching style. At the beginning of class, she
would literally read word for word the lesson out of the textbook to us. Then she would put an
example or two on the board, then turn us lose to work on homework. Often times this resulted

in even more questions since seventh graders usually are not verbal learners. She also graded
our homework which was unfair since it was practice. My eighth grade math teacher was very
patient and answered any and all questions we had in class. She really prepared us for high
school math by giving us lots of homework and pushing us to really think about each problem.
Once I got to high school is when I started with geometry, then trigonometry, then precalculus, and eventually calculus my senior year. I really appreciated the approach my precalculus teacher took since he made us work for our grade. If you were not willing to put in the
work, you would not get a good grade. Many students said he was a bad teacher, but this was
because they didnt want to put in the work, therefore resulting in a bad grade. This approach
worked best with my learning style since I always put all my effort into each assignment.
Calculus class was very challenging in the fact that the material was time-consuming. If I had
any questions though, I wasnt afraid to ask the teacher for help.
College mathematics is somewhat of a review for me. I took a probability and statistics
class which was mostly review with some new definitions and expansion on concepts. The
teacher was very good at teaching what he expected us to know and what ended up being on the
quizzes and tests. I found that the probability and statistics college math class was set up with
homework being optional. If the student wanted to explore the concept in depth with real-life
applications, then she would do the homework. If she understood what was being talked about
in class, then the homework wasnt necessarily completed. When I got to MT243, this
homework philosophy changed. It was very beneficial to do the homework since there were
some problems in the homework that were not discussed in class, but we were expected to
know.
The learning and teaching styles of different math teachers throughout my education
allowed me to develop the math strategies I use today. Sometimes it is very time consuming to
finish every single problem for every assignment; however I learned that hard work pays off. If
I put the work in from the start, I will not have to put as much in later. I am very fortunate to
have had such a diverse group of math teachers throughout my education. They have all shaped
me into the math person I am, and how I want to teach my future classroom of students.

End of Course Reflection

This semester in math class, I have learned much in regards to the assignments, assessments,
and portfolio. Each assignment took a large chunk of time and thinking to complete. Some assignments
would take me a few hours to complete, but I wasnt satisfied until every assigned question had an
answer after it. I felt that the assessments accurately measured what we learned in class, and were very
helpful in completing the portfolio. Many of the assessment questions related to half of the math
standards we were to demonstrate. After I finished each assessment, I felt a sense of accomplishment.
The portfolio took energy and time that I could have avoided if I started it at the beginning of the
semester. In MT-244, I plan to have the standards printed out, and save my work with the standard it
applies to starting at the beginning of the semester. This will allow me to just turn it in come the end of
the semester when the portfolio is due. I definitely learned my lesson in letting the portfolio sit until so
late in the semester.
I have gained some insights about the teaching and learning of mathematics from MT-243. The
first insight I developed as the semester progressed was how many different algorithms there are to
solve a single problem. Each algorithm helped a different set of students in solving the problem. Even
in my math class, some problems wouldnt click for some students until they saw it done a certain
way. Since every student has a different way of learning, the teaching must be set up in such a way to
help them learn best.
Another insight I gained from this math class was patience. I saw this virtue not only in myself,
but also in the teacher and other classmates. I had to be patient when completing the work. I could not
give up, because that would not be helpful to my learning. I found patience in my teacher in a few
ways. She had to be patient when explaining the same concept three times in a row, so it could sink into
the minds of her students. She was patient when she knew the part of a problem a student was
struggling with, but had trouble coming up with an example to help them. She would think for a
minute, as she rummaged through all her mathematical knowledge stored in her head for the perfect
example. Lastly, patience was shown in the teaching of each lesson as she made sure everything made
sense before moving onto the next problem. My classmates showed patience when they understood the
problem, but it was taking longer for others to solve it. Sometimes students would ask the simplest and
most irritating questions of the teacher since she had already answered them as she was teaching, but
the student wasnt paying attention. Her classmates had to sit and wait patiently to continue the
problem before moving on, without saying any rude comments. As you can tell, the world of math is
full of patience.
MT-243 this semester has taught me so much more than I would have thought. It is a great
course to take, and I look forward to doing it all over again with different concepts in MT-244.