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Purpose |
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To exam the degree to which you value the teaching of mathematics for students with learning problems and to reflect on the relevance mathematics has for the lives of these students. |
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Description |
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This activity is organized into two parts. The first part of the activity will emphasize how mathematics instruction is valued as important for students with learning problems. The second part emphasizes how mathematics plays a vital role in the lives of these students. Complete the steps for Task1 & Task2. |
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Task 1 |
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- As a group, brainstorm different ways that success in K-12 mathematics can benefit the lives of students with learning problems. Click Activity 1.2.2.1 Discussion A to join the online discussion. Write down those ideas you think are most important.
- 2. Each learning community member should Download Table 1.2.2. Using the categories in Table 1.2.2 , place each idea from #1 under one of more of the table headings. Add additional ideas at this time. (download Table 1.2.2 by clicking Table 1.2.2).
- After you have completed the table, reflect on the items. Highlight the items in the table that you had not previously considered.
- As a group, share and discuss your tables.When you review Table 1.2.2 answer this question: What do you think makes mathematics important t ostudents you currently teach or will teach? Reflect on what makes mathematics important to students you currently (or will) teach who have learning problems. Click Activity 1.2.2.1 Discussion B to join the online discussion.
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| Task 2 |
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Valuing Mathematics Instruction
- On a piece of paper, draw a line down the middle so that there are two columns. Draw a horizontal line across the paper so that it intersects with the horizontal line about ¼ down from the top of the paper. (you should have a “t” on your paper.) Label the first column, A Student I Enjoy Teaching . Label the second column, A Student I Do Not Enjoy Teaching .
- In each column, describe each student (major characteristics about the students that stand out to you) AND why you like or don’t like to teach that student mathematics.
- Compare your responses with others in your learning community. Discuss any insight or observations made. What characteristics did you write for each student? What are your insights/observations about the results of your table? Post what you have written down to Activity 1.2.2.2 Discussion A and compare your responses with others in your learning community. Discuss any insights or observations made.
- On a scale from 1-10, write and then circle the number you think best represents each student’s likelihood for success in learning mathematics this year. In a few words, describe your reason for rating each student as you did.
- Read both descriptions and ask yourself if the reasons you put for both students are “internal” to the student (something about the student him/herself) or “external” to the student (something in the student’s environment). Reflect on the reasons you've listed for student #2 (to whom you don’t like to teach mathematics). What impact do you, as the student's teacher, have on the reasons you listed. Post your scale results and descriptions for each student to Activity 1.2.2.2 Discussion B .
- Discuss with your learning community partners the following (Click Activity 1.2.2.2 Discussion C to join the online discussion.):
- Based on group member’s answers, what insights do you have regarding the responsibility all teachers have for valuing mathematics instruction for students who fall into column #2.
- Where do you see yourself in terms of valuing mathematics instruction for students with learning problems?
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Evaluation |
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Complete the
Learning Check at Learning Check 1.2.2. |
