Week #8 Reflection

This week in our mathematics course we covered the unit regarding the classification of different shapes. During my academic career this unit had always been a favorite of mine as I found it most relevant to my everyday life. Unlike fractions, I had the motivation to strengthen my understanding and further my knowledge which made my experience as a student a lot more meaningful.  Throughout the course of our studies one of the most memorable and valuable lessons I have learned thus far is that students perform the best when they understand how math relates to their everyday life. For many students mathematics is an intimidating, difficult subject to comprehend and practise as it presents numbers in unfamiliar, complicated ways.  An educator becomes a student’s primary unit of care therefore they must take the time to work and build trusting relationships so an individual can turn to them in times of need.

When educators take the time to relate these ideas into everyday situations a student’s likelihood to remember a concept greatly increases.  This idea has been demonstrated both in my placement and in my mathematics class. Similar to our math class, last week in my placement classroom the teacher introduced the concept of the line of symmetry and began  by showing a picture of a pie then dividing it in half to show how the line of symmetry works. She continued by asking them what other objects could we cut in half to create two equal parts and numerous students volunteered different answers.  At the end of the lesson the teacher collaborated with the students and asked how the line of symmetry worked and every student had their hands raised high in the air and the one asked to speak referred to the idea of cutting a pie in half to create two equal pieces. The students appeared more interested and enthusiastic to listen and participate when they could relate the concept to their everyday life.

 During our mathematics classroom, similar to every week, we had different presentations of activities related to the unit we were learning.  We have generated a collection of numerous effective activities for individuals ranging in age and abilities.  This session a colleague introduced a fantastic activity which I foresee myself incorporating into future lesson plans. The activity featured the comical, popular animated figure Mario which immediately heightened the interest and excitement in every student. The sheet presented various characters related to the Mario game and we were instructed to illustrate the symmetrical figure of the character. This activity was very simplistic in nature which allowed for the expansion and exploration of individual creativity. I have to say, the completion of this activity was one of the first times I have ever enjoyed completing a math activity! Unlike past, traditional methods of instruction educators cannot present redundant complex questions which aim to challenge and evaluate a student’s level of knowledge.  If a student cannot develop a foundation of knowledge there is no point in aimlessly forcing information down their throats.  It is also important to remember that an activity should not be too complex in nature as it may lessen an individual’s willingness to improve.

Figure 1

As you can see I need to continue working on my drawing skill, but none the less this was a fantastic activity which individuals of all ages can enjoy. 

Math, like any subject is one which requires constant development and change. There is no one absolute way to learn or teach it therefore as educators we must be willing to work on improving our own skills and practises. Over the course of our mathematics course I have gained what I believe to be a great deal of knowledge and understanding on how to become an effective educator. When we give students the chance to think independently we fuel their ability to thrive.