Knowledge

Reflection
Mathematics can be an exciting and rewarding experience if a teacher
is armed with a knowledge of learners and the subject matter. An advantage
of having such knowledge helps a teacher can be seen in the way a teacher
would present a learning segment to learners. A learning segment should
move from the concrete to the abstract. This was fundamental in my
methods courses and this is a view I share.
Learners must first engage in learning tasks at the concrete level and
then progress to the abstract. The concrete level involves tactile and
kinesthetic learning where students engage in manipulating objects or do
performances in order to acquire skills or understand concepts. Using such
an approach provides students with special experiences which gets stored in
the brain as episodic memory. Brain research has proved that this type of
information is not easily forgotten and can be easily retrieved from memory
when needed. These experiences resulting in episodic memory can assist
learners in handling the abstractions of concepts when they are presented.
For example a student can handle the abstractions of algebra if they first
experience algebra with manipulatives such as algebra tiles.

The abstract level is the main form of communication in mathematics.

This is the case in especially the Secondary level. Most of the time I am
tempted to first introduce information in this manner to students and I may
even do so. This is not beneficial to learners. However, this Education
program I have pursued has provided me with insight on how to present at
the concrete level before moving to the abstract in a variety of topics in the
subject.
Another significant principle that I was expose to during this Masters
program involved the use of tools of knowledge. The experiences and
language students bring to the classroom can be used to their advantage in
the classroom. I will draw upon a student teaching experience to discuss this
principle. In teaching application of systems of equations to the real world I
decided to use cell phone plans. I brought to class brochures from different
companies in order to have a discussion. The lesson introduction was very
interesting because the brochures served as a hook for the lesson. The
students were engaged in the lesson and they were able to apply systems to
the real as well as engaged in Mathematical discourse. During the lesson I
provided language supports to assist students in linking their social language
with mathematical vocabulary. Such as the cost of a plan can be
represented by a variable.
The program of study also strengthen my knowledge in Mathematics
content. Content with regards to what students must know to be prepared to
seat the state exams. In the program I did four content courses and two

methods courses which provided me with insight into the content students
should cover in High school Mathematics. These courses helped me
understand the content not as a student but rather as a teacher. I was able
to understand the reasoning behind many Mathematical concepts. An
experience I which to share occurred in Methods class. I discovered that the
construction of a 600 angle actually involves the construction of an
equilateral triangle. I had no idea of this connection. I see angles and lines
as the building blocks of polygons, so discovering this fact was truly
fascinating. This and other experiences have placed me in a position to
better handle questions students may pose during instruction. My plan is to
investigate many other content areas to get enlighten on connections I never
knew existed.
This program has provided me with the necessary tools with respect to
my knowledge of how students learn as well as my knowledge of the subject
area.