May 7th, 2013 Reflection on Teaching Methods Say it in a different way is a method that was used quite often

n in class meetings. We were asked to rephrase and refine a definition or concept after a fellow student had given their attempt. This method helped my phrasing become much more detailed and specific when speaking about mathematics or any other matter (i.e. giving directions, retelling a story). Group Discussion I highly value group discussion in math classes. As a student, I could clarify my understanding of a concept or problem while talking about it to my group members. I also gained different perspectives about the mathematics from my group members. As a whole, group discussion brings a deeper understanding of the concept at hand. Collaborative Learning In The Teaching Gap, the Japanese math classroom was centered on this method of teaching. Students would work in groups to solve a challenging problem. After a period of time, groups would discuss with the class how they approached the problem. The teacher was a guide during group work and a scribe during whole-class discussion. Students had a chance for group discussion and to see all the different ways the class thought about the problem. Guided Discovery The Pathways to Precalculus workbook guides students to discovering the mathematical concepts on their own. I enjoyed this process because I was able to understand why formulas, definitions, and concepts work. Beyond that, the guided discovery generates critical thinking as well as a sense of ownership of the mathematics among students.

Demonstrations I definitely see the value in incorporating demonstrations (whether technological or otherwise) into my lessons. As a student, they helped me gain a deeper understanding of the underlying mathematical concepts. They can also serve as an attention-getter and conversation-starter in class. Examples from class include: running video, end behavior graphs, pizza cutter activity, and bicycle pedal demonstration.

Mathematical Reasoning First Pathways highly emphasizes that students use mathematical reasoning first before using the infamous formula or equation. In the classroom the teacher can ensure this by using real-world examples as a point for group discussion. After students have logically reasoned through the problem, and created their own generalization, then the teacher can reveal the commonly used formula.

Guide on the Side Philosophy The Teaching Gap encouraged teachers to let students explain their way through the mathematics. Instead of the teacher simply giving students the mathematical concepts, shortcuts, and rules, students must reason through the problems and create their own understanding. The teachers role is to guide the students thinking in the right direction using open-ended questions.