Catalina Dvila

January 19, 2015

EE 333
Assignment Two
Principles of Actions pg. 24-29
In implementing tasks that promote reasoning and problem solving can
be a very difficult task for teachers. I remember that as an elementary
student I never wanted to do word problems. I did not want to do word
problems as I felt that there was only one way or procedure to find the
correct answer. Teachers are supposed to do the following: motivate,
present mathematical problems that give students opportunities to explore,
support distinctive student thinking, allowing exploration to take place, and
should encourage students to vary approaches and strategies. As for
students they should: persevere in difficult problems, use prior knowledge to
make connections, and share their thought process with their peers.
As a student, I can honestly say that my mathematics education did
not consist of these steps either from the teachers or the students. I can
recall my sixth grade and eighth grade math class. We did formulas without
exploration. There was one way problems were done. Two weeks ago I was
helping my younger brother who is in sixth grade as he worked on a
worksheet of proportions. Then he came back the next day and said his
teacher had told him he had to stick to the method she had showed him. I
didnt like this, as I believe students should learn how to solve mathematical
problems using distinctive methods and strategies. His teacher just wanted
the class to use the methods she presented to them thus limiting their ability

to make those valuable mathematical connections that yield a deep

conceptual understanding.
Principles of Actions says, Tripathi (2008) noted that using these
different representations is like examining the concept through a variety of
lenses, with each lens providing a different learners perspective that makes
the picture (concept) richer and deeper (p.439). Students, especially young
learners, also benefit from using physical objects or acting out processes
during problem solving (National Research Council 2009). Different
representations in mathematics are vital since there are distinctive learners
as the Multiple Intelligences Theory by Howard Gardner explains. When
students are able to make connections this demonstrates how the students
have internalized what they are learning thus benefiting them to move
forward making many connections.
When observing at Prieto I was able to see and witness how visual
representation important in the math classroom without excluding grade
levels. The first graders understood the problem and this was shown through
the setup of the flower counters. Of course there were students who did not
represent the word problem correctly but this is a teachable moment that the
teacher should and could use to through dialogue and questions help them
see their error. In the lesson from Mr. Harris he allowed the students to use
any visual illustration while using questions to guide them to a place where
they were questioning their process hence leading to connections.

Mathematics should be applicable to all students by allowing them to

openly depict the problems. The teacher should simply be a guide that
through questions allows students to see how mathematics can be
demonstrated through illustrations and through their communication with
other students.