1.If I was presented with having a gifted student in my class I would approach the situation in the following way. I would conduct a meeting with the student and his parents at the beginning of the class. I would work with both the student and parents to come up with a curriculum that would benefit the student. I would ensure that the student felt that the curriculum was challenging to a fair extent. I agree that gifted students should be challenged, but they shouldn’t be over worked just because they are gifted.Together we would come up with a plan that makes everyone happy. The student would be able to work more in depth on assignments. I would also allow the student to take time to explore more challenging topics. I would also suggest that the student become a peer tutor with the other students. This way he would be able to use his gifts to help his classmates. I would want to make sure the gifted student didn’t get bored with the information he was being presented in any way that was comfortable and fair to the student. Students reaching their full potential should be the main concern for all teachers. Finding out what the student knows and what he wants to know (KWL) could also be useful in helping come up with a plan for the student.
2.What do to with an exceptionally gifted student is a broad question. Is the child only gifted in math? Does the child have other talents as well? If the child is gifted, and I am teaching a college level math course in High school, and he/she surpasses that level do I change my curriculum for just this one child in order to continue him down an accelerated path, or do I slow him down, to keep him feeling “normal?” While I am a believer of milking the talent of the child, I would honestly continue him down his accelerated path, while now he may feel out of sync with his peers, later he will exceed his coworkers, allowing him to stand out and possibly be the prime candidate for a job, because of his talents. It’s thinking about the long term goal for the student, which makes a good teacher great. I would make sure the student was fully aware of the current curriculum, while teaching him more advanced so that he would continue to grow. We do not want to hinder our children, because their intelligence advances ours. Give him the extra work, give him an IEP and make sure all of his future teachers are aware of his talents. It is far more important for the student to succeed, than the teacher, and because of the lack of growth both end up failing. I would create a plan specific to the students ability, see what courses next semester would do him great, and request strongly that he help his intellectual abilities grow.
2.What do to with an exceptionally gifted student is a broad question. Is the child only gifted in math? Does the child have other talents as well? If the child is gifted, and I am teaching a college level math course in High school, and he/she surpasses that level do I change my curriculum for just this one child in order to continue him down an accelerated path, or do I slow him down, to keep him feeling “normal?” While I am a believer of milking the talent of the child, I would honestly continue him down his accelerated path, while now he may feel out of sync with his peers, later he will exceed his coworkers, allowing him to stand out and possibly be the prime candidate for a job, because of his talents. It’s thinking about the long term goal for the student, which makes a good teacher great. I would make sure the student was fully aware of the current curriculum, while teaching him more advanced so that he would continue to grow. We do not want to hinder our children, because their intelligence advances ours. Give him the extra work, give him an IEP and make sure all of his future teachers are aware of his talents. It is far more important for the student to succeed, than the teacher, and because of the lack of growth both end up failing. I would create a plan specific to the students ability, see what courses next semester would do him great, and request strongly that he help his intellectual abilities grow.
3.Six specific strategies were described for teaching mathematics to English language learners. Select three that you think are most important and describe these in your own words.
I agree that students learning things in their own language helps them to understand more. I know how difficult it is to learn a different language. How hard would it be to learn math in a language that you don’t know? By learning in their native language it can help them with cognitive development.. I also think that explicitly teaching vocabulary is a good strategy. Developing a word wall can help the students to understand terms that are vital in learning mathematics. The word wall helps them with definitions and translations. Lastly, cooperative groups are helpful because it allows students to work in groups with peers that speak their native language. This gives students the opportunity to socialize with students who speak English and their native language. I also really think that having parents involved is the key to success when it comes to helping students learn.
How can teachers in the elementary or middle school work to erase gender inequity?
Teachers can ease gender inequality by making sure to acknowledge that this can be an issue. Teachers need to make sure that they mix males and females in groups. They also should make sure to not pick a certain gender over the other all the times. Just always trying to mix groups and be fair.
Describe some of the benefits of using calculators regularly in the mathematics classroom. Which of these seem to you to be most compelling? What are some of the arguments against using calculators?
Using a calculator gives students a better idea of how math is used once you are out of school. In “real life” you can most always access a calculator. A calculator allows students to complete work much faster than long division or multiplication problems. However the use of a calculator can put a damper on one’s ability to add or subtract quickly in their head. I know that I have used calculators for so long that sometimes I feel like I can’t do simple math without it. It’s important to understand math concepts without a calculator, but it’s also good to have them sometimes because it makes life much easier. Students can also gain a positive attitude about math from being able to get fast results and correct results from the calculator.
I agree that students learning things in their own language helps them to understand more. I know how difficult it is to learn a different language. How hard would it be to learn math in a language that you don’t know? By learning in their native language it can help them with cognitive development.. I also think that explicitly teaching vocabulary is a good strategy. Developing a word wall can help the students to understand terms that are vital in learning mathematics. The word wall helps them with definitions and translations. Lastly, cooperative groups are helpful because it allows students to work in groups with peers that speak their native language. This gives students the opportunity to socialize with students who speak English and their native language. I also really think that having parents involved is the key to success when it comes to helping students learn.
How can teachers in the elementary or middle school work to erase gender inequity?
Teachers can ease gender inequality by making sure to acknowledge that this can be an issue. Teachers need to make sure that they mix males and females in groups. They also should make sure to not pick a certain gender over the other all the times. Just always trying to mix groups and be fair.
Describe some of the benefits of using calculators regularly in the mathematics classroom. Which of these seem to you to be most compelling? What are some of the arguments against using calculators?
Using a calculator gives students a better idea of how math is used once you are out of school. In “real life” you can most always access a calculator. A calculator allows students to complete work much faster than long division or multiplication problems. However the use of a calculator can put a damper on one’s ability to add or subtract quickly in their head. I know that I have used calculators for so long that sometimes I feel like I can’t do simple math without it. It’s important to understand math concepts without a calculator, but it’s also good to have them sometimes because it makes life much easier. Students can also gain a positive attitude about math from being able to get fast results and correct results from the calculator.
How can a calculator be used to develop early counting ideas connected with numbers? How can a calculator be used to help a child practice number relationships such as part-part-whole or one less than?
Students can use the calculator and input numbers and signs to see the outcomes. The student can play around with the calculator and check their answers to see if they got the correct answer.
Students can use the calculator and input numbers and signs to see the outcomes. The student can play around with the calculator and check their answers to see if they got the correct answer.
Discuss the concept of counting as it relates to the first three chapters of Genesis
Genesis clearly shows the concept of counting. It shows creation and counts the days in which things were created. It also discusses times and patterns.
4.While all of the strategies that were described in the book seem to be successful a few stuck out as positive attributes to understanding mathematics in English to English language learners. Explicitly teach vocabulary was the first one. This method teaches the student not only the language, bridging the gap on any language barrier the student may have, it allows them to grow learning mathematical terminology. For example addition and subtraction, or division and multiplication. As well as it teaches them a better way to gather what exactly the student understands as far as numbers and decimals. Also, while knowing that it is important for students to feel they are a part of a group, having an interdependent group to support language may also be a very positive way the student is able to communicate and succeed in the world of mathematics. The book discusses creating non-threatening situations for students, and this does just that. The final way I noticed that seemed extraordinarily helpful is honoring their native language. While a student can already feel outside the norm when they are in other classes, mathematics allows the student, while working on a projects in, in a group, to speak their native tongue. After the project is completed they present it in English, requiring them to reinforce what they have been studying in English, so it is a win-win situation. These are positive for the English learning community, but what about girls getting the bad brush on mathematical career paths?
Girls have been placed on the back burner for STEM jobs because of “mathematics is a boys subject,” theory. This belief is what has made it difficult for women to grow in mathematically dominating fields. In order for a teacher to clearly keep mathematics equitable among her/his students the teacher must educate the children involved. Not allow words of negativity to flow and create a positive learning environment so that both girls and boys feel equally intelligent. However, both genders can benefit from calculators.
Calculators benefit a classroom many ways. While some and all math can be done in our heads a calculator allows students to feel in control, while they are able to calculate normal functions, a calculator, along with other technologies allow the students to understand how something is done, and cuts down on the time in which the assignment is complete. There are many arguments about calculators in the classroom. Two of which exist are that they are dumbing down the students. They don’t know HOW to do math, all they know is HOW to type in requests on a calculator. Another is the fact that the students become dependent on technology. The world is growing closer and closer because of technology. It’s a matter of embracing change. Even calculators are positive learning tools for children in the elementary aged groups.
A calculator can be used to help early students understand fractions, by using the decimal point. They are learning the use of it, while learning the use of a fraction as they draw a picture of a pizza on a table, while the decimal creates a .25 or .50. The child responds by drawing ¼ of a pizza, or ½.
The concept of counting in relations to the book of Genesis talks about the beginning. How everything started, and everything is made by God. Everything has a beginning and an end. That is except for God. God is sort of the infinity of numbers. The concept of the Bible in relationships to math and numbers begins in Genesis, and everything is made in a chronological order, this is how numbers relate to the Bible.
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Genesis clearly shows the concept of counting. It shows creation and counts the days in which things were created. It also discusses times and patterns.
4.While all of the strategies that were described in the book seem to be successful a few stuck out as positive attributes to understanding mathematics in English to English language learners. Explicitly teach vocabulary was the first one. This method teaches the student not only the language, bridging the gap on any language barrier the student may have, it allows them to grow learning mathematical terminology. For example addition and subtraction, or division and multiplication. As well as it teaches them a better way to gather what exactly the student understands as far as numbers and decimals. Also, while knowing that it is important for students to feel they are a part of a group, having an interdependent group to support language may also be a very positive way the student is able to communicate and succeed in the world of mathematics. The book discusses creating non-threatening situations for students, and this does just that. The final way I noticed that seemed extraordinarily helpful is honoring their native language. While a student can already feel outside the norm when they are in other classes, mathematics allows the student, while working on a projects in, in a group, to speak their native tongue. After the project is completed they present it in English, requiring them to reinforce what they have been studying in English, so it is a win-win situation. These are positive for the English learning community, but what about girls getting the bad brush on mathematical career paths?
Girls have been placed on the back burner for STEM jobs because of “mathematics is a boys subject,” theory. This belief is what has made it difficult for women to grow in mathematically dominating fields. In order for a teacher to clearly keep mathematics equitable among her/his students the teacher must educate the children involved. Not allow words of negativity to flow and create a positive learning environment so that both girls and boys feel equally intelligent. However, both genders can benefit from calculators.
Calculators benefit a classroom many ways. While some and all math can be done in our heads a calculator allows students to feel in control, while they are able to calculate normal functions, a calculator, along with other technologies allow the students to understand how something is done, and cuts down on the time in which the assignment is complete. There are many arguments about calculators in the classroom. Two of which exist are that they are dumbing down the students. They don’t know HOW to do math, all they know is HOW to type in requests on a calculator. Another is the fact that the students become dependent on technology. The world is growing closer and closer because of technology. It’s a matter of embracing change. Even calculators are positive learning tools for children in the elementary aged groups.
A calculator can be used to help early students understand fractions, by using the decimal point. They are learning the use of it, while learning the use of a fraction as they draw a picture of a pizza on a table, while the decimal creates a .25 or .50. The child responds by drawing ¼ of a pizza, or ½.
The concept of counting in relations to the book of Genesis talks about the beginning. How everything started, and everything is made by God. Everything has a beginning and an end. That is except for God. God is sort of the infinity of numbers. The concept of the Bible in relationships to math and numbers begins in Genesis, and everything is made in a chronological order, this is how numbers relate to the Bible.
CLICK HERE FOR MORE ON THIS TOPIC
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