Erin Rhoades

Mathematical Practices Paper

7 February 2017

1. Make sense of problems and persevere in solving them

This practice is about students having the ability to explain the problem and the
different ways of coming up with a solution to the problem. Based on their
analysis of the problem they can create a strategy of how to solve the problem.
Teaching practice in school means that there needs to be ample time for
discussions and clarification for understanding the approaches for a problem.

2. Reason abstractly and quantitatively

Students are able to understand the relationship and the meaning that numbers
have to the problem and not just to knowing how to compute them. In teaching
this practice there is need for providing a range of mathematical ideas and
strategies as well a flexibility of using different properties of operations and
objects. As teachers we want to teach the students the meaning and representation
that a number holds.

3. Construct viable arguments and critique the reasoning of others.

This practice requires students to be able to create arguments based on data and
the context of the problem. The students will also be proficient in comparing and
critiquing other’s arguments. In teaching it critical that students are allowed to
come up with their own strategies instead of just being taught a “rule” or
algorithm. In creation of strategies there is also a need for discussions and debate
over those strategies.

4. Model with mathematics

Modeling with mathematics focuses on the student applying to everyday life,
society, and the work place. This also includes representing math through create
models, symbols, oral language, and pictures. In teaching we want students to use
lots of models when completing problems while also focusing on tasks that are
related to relations ships and everyday life so students can better place the
mathematical concept.

5. Use appropriate tools strategically

Students have tools and are able to choose the appropriate tool to help them have
a greater understanding of the problem. In teaching, we want students to be given
the opportunity to use a varied of tools and discover how tools are best used in
mathematics.

6. Attend to precision
Students are refining their communication skills by using appropriate language,
terms, and units, within mathematics. In teaching mathematics the precision needs
to be modeled well by the teacher and is consistent in requiring students to use
 appropriate terminology, units, and phrasing. The teacher should often ask student
to revise their responses when there is not this type of precision.

7. Look for and make use of structure

Students should be able to look closely to discover patterns related to algorithms
within a mathematical concept. In teaching this practice there is a lot of working
with hands on material and representation that can best help students recognize
the patterns. There is also an importance in collaboration and class discussion in
order to all students to shift perspectives.

8. Look for and express regularity in repeated reasoning

Students are able to use repeated reasoning to understand the algorithms presented
and make generalizations for patterns. In teaching using this practice the teacher
is used mainly to introduce and model and topic while students are allowed to
discover the generalizations that can be make from the topic.

The mathematical practice are similar to the way I learned math in school because
most of my teachers did put a focus on trying to find the patterns in what we were
learning. This was especially emphasized when we were learning graphing and
how different types of equations created different styles of a line on graphs. There
was also a stress for modeling with mathematics in elementary school. We would
often use money when talking about decimals to help us relate to something we
already had a basic understanding about. The mathematical practiced differed
noticeable in the attend to precision area from my learning because most of my
teachers focused on precision when it came to written mathematics, but it was
inconsistent when vocalizing answers, for example for 0.35 in saying “point three
five” instead of “thirty-five hundredths”.

These practice relate to the growth mindset ideas because the favor the process
and the meaning behind the answer. For example these practices emphasize
thinking abstractly, critiquing, and creating structure, all of which are a part of the
thinking process. The practice that includes persevering in solving a problem
definitely related to the growth mindset because in growth mindset we want
students to be challenged and persevere through a problem if they don’t find it
easy at first. This in turn allowing the student to develop higher thinking skills
than they previously had. I would incorporate these into a classroom by allowing
students to come up with independent strategies when presented with a new
concept. I would encourage the creation of structure a thinking abstractly as well
as holding class discussion that allows for the arguments and critiquing of ideas.