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December 5, 2014

MT 243 Portfolio

Content Standards:

Standard 9: Knowledge of Number and Operation

Candidates demonstrate computational proficiency, including a conceptual understanding

of numbers, ways of representing number, relationships among number and number

systems, and the meanings of operations

Indicators:

9.1 Develop the meaning of addition, subtraction, multiplication, and division and

provide multiple models for whole number operations and their applications.

9.2 Recognize the meaning and use of place value in representing whole numbers

and finite decimals, comparing and ordering numbers, and understanding the

relative magnitude of numbers.

9.3 Demonstrate proficiency in multi-digit computation using algorithms, mental

mathematics, and computational estimation.

9.4 Analyze integers and rational numbers, their relative size, and how operations

with whole numbers extend to integers and rational numbers

Standard 10: Knowledge of Different Perspectives on Algebra

Candidates emphasize relationships among quantities including functions, ways of

representing mathematical relationships, and the analysis of change.

Indicators:

10.1 Explore and analyze patterns, relations, and functions.

10.2 Recognize and analyze mathematical structures.

10.3 Investigate equality and equations.

10.4a Use mathematical models to represent quantitative relationships.

10.5 Analyze change in various contexts.

Pedagogy Standards:

Standard 8: Knowledge of Mathematics Pedagogy

Candidates posses a deep understanding of how students learn mathematics and of the

pedagogical knowledge specific to mathematics teaching and learning

Indicators:

8.2 Selects and uses appropriate concrete materials for learning mathematics.

8.3 Uses multiple strategies, including listening to and understanding the ways

students think about mathematics, to assess students mathematical knowledge.

8.5 Participates in professional mathematics organizations and uses their print and

on-line resources.

8.6 Demonstrates knowledge of research results in the teaching and learning of

mathematics.

Process Standards:

Standard 1: Knowledge of Mathematical Problem Solving

Candidates know, understand, and apply the process of mathematical problem solving.

Indicators:

1.1 Apply and adapt a variety of appropriate strategies to solve problems.

1.2 Solve problems that arise in mathematics and those involving mathematics in

other contexts.

1.3 Build new mathematical knowledge through problem solving.

1.4 Monitor and reflect on the process of mathematical problem solving.

Standard 3: Knowledge of Mathematical Communication

Candidates communicate their mathematical thinking orally and in writing to peers,

faculty, and others.

Indicators:

3.1 Communicate their mathematical thinking coherently and clearly to peers,

faculty, and others

3.2 Use the language of mathematics to express ideas precisely.

3.3 Organize mathematical thinking through communication.

3.4 Analyze and evaluate the mathematical thinking and strategies of others.

Standard 5: Knowledge of Mathematical Representation

Candidates use varied representations of mathematical ideas to support and deepen

students mathematical understanding

Indicators:

5.1 Use representations to model and interpret physical, social, and mathematical

phenomena.

5.2 Create and use representations to organize, record, and communicate

mathematical ideas.

5.3 Select, apply, and translate among mathematical representations to solve

problems.

Content Standards:

Standard 9: Knowledge of Number and Operation

Candidates demonstrate computational proficiency, including a conceptual understanding of

numbers, ways of representing number, relationships among number and number systems, and

the meanings of operations

Indicators:

9.1 Develop the meaning of addition, subtraction, multiplication, and division and provide

multiple models for whole number operations and their applications.

In this picture, I am demonstrating one of the many ways which I used to model whole number

operations (definitely for a smaller scale of numbers). I was able to use the number line model to

demonstrate addition, subtraction, multiplication, and division. Aside from that model, I used

many others to demonstrate different ways of looking at each kind of number operation.

9.2 Recognize the meaning and use of place value in representing whole numbers and finite

decimals, comparing and ordering numbers, and understanding the relative magnitude of

numbers.

This picture is just an example of some of my notes and work that I did with decimals in

ordering, comparing, adding, and trying to understand the meaning and use of the place values as

it had to do with the decimals and whole numbers. I would like to point out the boxes on top

because those were the most helpful in my understanding of what the place values were and

where the decimals fit into them.

9.3 Demonstrate proficiency in multi-digit computation using algorithms, mental

mathematics, and computational estimation.

This picture is from number 3 of my first take home assessment this semester and it shows my

doing different algorithms to show my use of mental math and computational estimation. This

includes addition, subtraction, multiplication, and division problems. There is trading, expanded

form, the long division, equal additions, and other forms of computation.

9.4 Analyze integers and rational numbers, their relative size, and how operations with

whole numbers extend to integers and rational numbers

This is one of the examples that I found that would best show my understanding of this content

standard. This is an example of how operations with whole numbers extend to rational numbers

and integers. In this type of mathematical computation, I have to connect the integers and

rational numbers to show that repeating decimals are rational numbers. `

Standard 10: Knowledge of Different Perspectives on Algebra

Candidates emphasize relationships among quantities including functions, ways of representing

mathematical relationships, and the analysis of change.

Indicators:

10.1 Explore and analyze patterns, relations, and functions.

This picture illustrates just one of my explorations of functions. Functionssince they follow a

simple step by step process are fairly simple for me to do; whereas with patterns and relations

which have to do more with their connections to one another, I had a harder time with them, but I

did get much practice with all of them. Specifically with relations, the reflexive, symmetric and

transitive properties were interesting to try to figure out.

10.2 Recognize and analyze mathematical structures.

This picture is just one example of one of the many mathematical structures that we were able to

analyze together and then that I was able to recognize in my other work later on. It was helpful to

see what this kind of exponent really means in terms of the numbers.

10.3 Investigate equality and equations.

This is a screenshot of one of our quiz questions that I thought would illustrate my use of this

standard. In this screenshot, I explain (though not very thoroughly, I admit) that the student is

using the = as a way of writing what the computation equals, but it also shows it as meaning

that all of those numbers have the same value. Though doing this in one instance is no big deal,

continuing to make this mistake and not making the distinction between how to use the = will

cause her problems in the future when she is doing algebra.

10.4a Use mathematical models to represent quantitative relationships.

These are some of the types of models that I use to represent different kinds of quantitative

relationships. When they are more complicated relationships of course I will be using different

kinds of area and set models to explain the thinking behind the relationship, but generally, these

models are helpful in showing the way that different numbers relate to one another.

10.5 Analyze change in various contexts.

Honestly, the only way that I can think to show this standard is through change of numbers and

showing the way that they can be shown as fractions, decimals, and percentages. This picture is

showing just one example of some of the ways that the numbers can be shown in their different

forms. Even then, they can still be represented in many different ways.

Pedagogy Standards:

Standard 8: Knowledge of Mathematics Pedagogy

Candidates posses a deep understanding of how students learn mathematics and of the

pedagogical knowledge specific to mathematics teaching and learning

Indicators:

8.2 Selects and uses appropriate concrete materials for learning mathematics.

This is one of my lesson plans that I have done for this class. In this specific lesson, the students

are learning about using standard and non standard units of length. In order for them to be able to

understand this lesson and perform easily during the activities, the materials that have to be

prepared are listed above. The idea is that the students will all have different forms of

measurement to use to find the perimeters of things with. This will help to create a concrete

conceptual understanding of the fact that non standard units of length can be as effective as

standard units of length if used correctly.

8.3 Uses multiple strategies, including listening to and understanding the ways students

think about mathematics, to assess students mathematical knowledge.

This is one of my responses from my first take home assessment (question 7) on giving students

feedback on their incorrect math problems. In order to be able to give the feedback and make it

beneficial and relevant to the student, I as the teacher needed to think about how the student

would be thinking about the problem and where they would have gotten their answer. This was a

good example of my understanding of the way students think about math and how I would be

able to asses his/her mathematical knowledge through this type of problem.

8.5 Participates in professional mathematics organizations and uses their print and on-line

resources.

This is the title of one of the NCTM publications that I read. I read one of these magazines and I

was able to see the kinds of professional development articles that there are in there as well as

online through their site. Not only that, but of course they had great lesson ideas. This kind of

resource is extremely valuable especially for me as a teacher who is not very specifically math

inclined, but that will be teaching math in the classroom.

mathematics.

This is problem number 8 from my second take home assessment. This was one instance when I

had to research a little bit in order to get a better understanding of a concept before I could

answer a problem. More specifically, I had to write a story problem about LCM, but I did not

understand it as well as I thought I did. So I went back and did some research in my text book

and online to find examples. This is something that as a teacher who is not very mathematically

savvy, I know I will be doing quite a bit in order to provide my students with correct answers and

processes.

Process Standards:

Standard 1: Knowledge of Mathematical Problem Solving

Candidates know, understand, and apply the process of mathematical problem solving.

Indicators:

1.1 Apply and adapt a variety of appropriate strategies to solve problems.

This is once again problem number 7 from my first take home assessment. This is one really

good example of the many ways that I am able to apply different strategies depending on the

different problem that is being worked on. This standardeven though I cannot prove itwas

one that I was able to demonstrate in real life as well as on paper. During my time working with

kids at an after school program, I was able to think back to these different strategies (specifically

the trading and equal addition) and use them to help students understand their homework.

1.2 Solve problems that arise in mathematics and those involving mathematics in other

contexts.

This is the answer to problem number 8 on my second take home assessment. The prompt was to

write a story problem that required the solver to find the LCM of 124 and 448. This is a really

good example of one time that I had a problem come up while I was trying to do a problem in

both the mathematical context and in the actual just problem solving context.

When I was first trying to figure out the problem, I found out that I did not understand LCM as

well as I had originally thought. After doing a little bit of research in my textbook as well as

online for examples, I felt confident enough on LCM to attempt writing the story problem.

However, when I finally got to coming up with a concept for the problem, all of the variables

that I wanted to use would not have made sense in a real world situation. It took me a very long

time before I could come up with the idea of using days instead of things like flowers and candy.

In the end, this was a good problem that shows how I used my problem solving skills to first of

all learn more about the mathematical context and then also to solve a problem outside of the

mathematical aspect of it.

1.3 Build new mathematical knowledge through problem solving.

This is problem number 18 from my second take home assessment. In this problem, we were

supposed to read the story problem and try to figure out the answer using a diagram. This is a

good example of one time (out of many) when while I was doing a problem and trying to solve

for the answer, by using a diagram or a different kind of algorithm, I found new understanding of

the concept. For example, in this problem, by drawing out the diagram for the amount of ribbon

that was available and while trying to figure out how many kids would get the amount of ribbon

specified, I found a new way to solve the problem in a way that would be easy for students just

starting out with fractions to understand.

This is problem number 8 from my first take home assessment. In this problem, we were given a

problem that was already solved using a subtraction algorithm and we had to figure out what the

algorithm was so that we could solve the following two problems. In order to do this, I had to

reflect on the process that the student had gone through to get to the solution in their algorithm.

Then, I was able to do the problem myself.

Candidates communicate their mathematical thinking orally and in writing to peers, faculty, and

others.

Indicators:

3.1 Communicate their mathematical thinking coherently and clearly to peers, faculty, and

others

My lesson plans are one way through which I am able to communicate my mathematical

thinking to peer, faculty and others. This is one instance where I am expressing my knowledge of

the lesson and the different aspects of the lesson. Another way in which I communicate this

thinking is in my assessments, and also in my presentation of this specific lesson to the class as

well.

These are the answers I have given to problems 1 and 2 of my third take home assessment. This

is one example of a time when I have had to use my mathematical language to express an idea I

had about what to teach. Mostly, this kind of language is done in these assessments or in my

lesson plans/while teaching of course. However, it can be shown at any time while we are in

class or doing homework.

These are just some of my notes from class and that I tend to add on to while I am doing my

homework or when we go over questions in class. My notebook itself is full of notes and post its

with new ideas and examples that we talk about in class while we go over the confusing math

problems. I believe that this is a good example of organized mathematical thinking through

communication. B y organizing my notes this way during class and then adding on to it later on,

I am able to soak in the information first hand and then also look back on it when I need to.

3.4 Analyze and evaluate the mathematical thinking and strategies of others.

This is problem number 8 from my first take home assessment. In this problem, we were given a

problem that was already solved using a subtraction algorithm and we had to figure out what the

algorithm was so that we could solve the following two problems. In order to do this, I had to

analyze and evaluate the mathematical thinking that the student would have done while doing

this problem. Once I knew what the student was thinking when they were doing the problem,

then it becomes easier to figure out the algorithm itself and apply it to the other two problems.

Candidates use varied representations of mathematical ideas to support and deepen students

mathematical understanding

Indicators:

5.1 Use representations to model and interpret physical, social, and mathematical

phenomena.

Pattern blocks and fraction tiles are two good representations that we have used in class to model

and interpret physical and mathematical phenomena. These were some of the manipulatives that

can be used in lessons as well when teaching about fractions or other mathematical concepts. As

for the social aspect, these could technically also be connected to a social aspect of mathematics

if there were a story problem involved.

5.2 Create and use representations to organize, record, and communicate mathematical

ideas.

This is one example of a way to use a class list to organize and record when students are doing

and understanding mathematical ideas. This is the template that I used in one of my lessons for

jotting down when students had turned in their worksheets as well as when I got to go around

and check in with each one of them personally to see if they had done the assignment correctly.

5.3 Select, apply, and translate among mathematical representations to solve problems.

This is problem number 3 from my first take home assessment. In this problem, the prompt was

to perform each of the operations using at least two different algorithms. TO do this, I had to

choose the two best algorithms for the problem. That meant looking at the operation that needed

to be done, selecting and applying a certain kind of algorithm, and them translating it so that it fit

the problem. If in some cases it did not translate, then I would select and apply another

mathematical representation to solve the problem.

Bulletin Board

This is a picture of Lisa Westfalls and my bulletin board that we did for the class assignment.

For out bulletin board, we chose to do a third grade mental addition board. The theme was

obviously Fishin for Addition. The idea was that the students would be able to quickly move

the fish with the different number problems on them and put them into th baggies with the

correct solution on them. On the little bubbles on the side, it has a sort of challenge for the

studentstry to do one of the problems in less than 10 seconds! The sheet that was connected to

the bulletin board included different ways to do the addition problems and what we were

expecting from the students who interacted with the board. It was a simple board to make, but I

think it would be very beneficial to students because it forces them to try to do different kinds of

mental addition strategies outside of their desks in a fun and interactive way.

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