Growth and Development in Mathematics III

Growth can be demonstrated in many different ways. In order to keep an accurate, honest, and clear representation of how much you have grown in this class, you will be completing a journal entry every few weeks as a record. Remember that this year, 20% of your grade is based on your journal entries, which includes your responses to these prompts. This document must be visible to you, your parent/guardian, your advisor, and myself, so please make sure that you post it in your Digital Portfolio. Part 1: Setting Goals (Please title this document and/or subpage in your DP as Goals as a Mathematician, Problem Solver and Learner. A major goal of your experience in this class is to grow as a mathematician, problem solver and a learner. The list below provides characteristics of a student developing lifelong learning skills. These are guidelines to strengthen your potential as a learner so set them as goals! You and I will be looking for evidence of these characteristics in your daily participation and performance in class as a continuous reflection of your growth. Using the characteristics in the list below or other versions of them, set four achievable goals for math this year, and what you plan to do to achieve those goals. Be specific about what you will do to reach your goal. Works with group to develop and test solutions does not over or under participate Uses the group or class to learn and grow in mathematics Actively participates in class activities, is positive and supportive (Learning is not a spectator sport. ~D. Blocher) Presents solutions in class and asks questions as needed Assists (guides) others when they need it Listens actively to others in the classroom Uses multiple approaches to solve problems Uses estimation to determine if answers are reasonable (number sense) Demonstrates clear mathematical communication and uses academic vocabulary Is persistent doesnt give up (mathematical endurance) Questions for understanding of process or conclusion Reasons mathematically Is reflective and self-aware Is a steady, dependable worker both independently and in a group Demonstrates creativity Seeks information from sources other than the teacher, is resourceful Questions for exploration or extension Encourages mathematical discussions Shows respect for every students right to learn Shows insight of a concept or its applications Looks to make connections to the larger themes of the class Makes connections to other disciplines or topics

Part 2: Reflection (Please title this document and/or subpage Journal Entry--Reflections for Unit 1: Polynomials and Rational Expressions.) Reflect on the last few weeks in this class. Answer one prompt and show evidence in your reflection of what you have written. Evidence can be anecdotes or pictures of specific assignments. Choose one of the following prompts to answer about the past three weeks: 1. Tell me about something that has challenged you or that you didnt understand. What did you do to work through it and understand it? How did you show grit and how did you persevere through it? 2. What are some things that you are wondering or are curious about beyond, but related to, some of the topics we have discussed in class? These could be questions or comments. 3. What are you most proud of and why? Be specific and use evidence from class. 4. Describe a moment in math when you purposefully stepped out of your comfort zone. 5. How are you feeling about math right now? Be specific and use evidence from class. 6. How are you progressing on any one of your goals set at the beginning of this year? Be specific and use evidence to support your claims. 7. What do you know now about math (not just new topics or content) that you did not know at the beginning of the year? 8. What has changed about the way you view or think about math? And what was it that changed it?