Professional Development Notebook

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Miami Dade College, Miami *

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Feb 20, 2024

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Running head: PROFESSIONAL DEVELOPMENT NOTEBOOK 1 Professional Development Notebook Professor Martinez MAE 4360 Farah Sattar 03/27/2022 Miami Dade College

PROFESSIONAL DEVELOPMENT NOTEBOOK 2 Face-to-Face Mathematics Professional Development Activity/First Webinar: Date : September 1, 2022 Activity : “Math is Everywhere: A Cross-Curricular Road Map”. The presenter goes through the various content areas and subjects taught to a child in school and incorporates the elements of mathematics teaching involved in those subjects. Presentation Title : “Math is Everywhere: A Cross-Curricular Road Map” Location : Hand2Mind Presenter : Brittany Goerig Presentation link : https://www.youtube.com/watch?v=kGh3pt9M8jk Description : In this presentation, Brittany Goerig highlights the importance of cross- curricular teaching inside the classroom and how integrating mathematics in other subject areas in school is important in impacting student learning in mathematics. This webinar made us realize how math can be used with other subjects also. Students can learn a lot from multiple concepts used once they have understood the ability of cross curricular map. It helps students increase their knowledge and engagement skills also. This surely helps them make a connection between mathematics and other subjects. Reflection : As educators we think we only have to teach math and with those comes numbers and once we know what the lesson is accepting from us we go on with the class. But this concept of an educator is wrong. We need to think outside the box. we may think teaching math is all about explaining the concepts highlighted in a textbook with no direct correlation to real-world situations and if only we knew that this isn’t the right way to go about it. We have to keep in mind that our basics will always be useful so its always important to understand what we

PROFESSIONAL DEVELOPMENT NOTEBOOK 3 learn from the lower classes as we go in the upper ones. For example, We can take the idea of symmetry we learned around 4 th grade and draw lines of symmetry onto different shapes we are familiar with to make those connections as we would in art class when we look at a piece, a building, or maybe even a landscape. We shouldn’t be jumping right into numerical values right away. Instead, we should try and comprehend what the problem is asking for. I know now as a prospective math teacher that I can also use this technique of curriculum integration to keep my students engaged and spark their interests when learning mathematics. Mathematics Webinar/Second Webinar: Date : February 15, 2022 Activity : “Math Mindsets Matter: Developing Problem Solvers, not Problem Performers” Presentation Title : “Math Mindsets Matter: Developing Problem Solvers, not Problem Performers” Location : Hand2Mind Presenter : Skip Fennell & Kristin Gauldin Description : In this presentation, Dr. Skip Fennell and Kristin Gauldin go over the idea of problem-solving strategies inside the mathematics classroom. Today’s mathematics education should focus more on problem-solving than problem-performing so instead of jumping right onto operations with the numbers associated in a math problem, it is important to focus on what the problem is asking for and making connections in literacy for long-term understanding. Reflection: This presentation was an eye-opener for me and future math teachers as well to be able to distinguish the difference between having a problem solver and having a problem performer inside a mathematics classroom. When we look at problem performers inside the

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PROFESSIONAL DEVELOPMENT NOTEBOOK 4 classroom, we notice that these group of students will typically just skip straight into the numbers and will figure out the operations associated with it and come up with an answer. However, it will just typically stop there. When you inspire students inside your classroom to be problem solvers, students will look beyond the solution of the problem and make connections to real-world scenarios by cross-curricular learning or even using physical manipulatives to find different ways to solve the problem. As educators problem-solving allows for the flexibility of students being able to approach a problem in math in so many ways that maybe the teacher themselves was not familiar with initially. This involves students engagement inside the classroom and brainstorming amongst students. It also calls for a more inclusive environment inside a math classroom and overall including mathematical discourse as part of each lesson. Journal Article #1 The first journal being described is the Teaching Children Mathematics (PreK-6) journal. This particular journal includes information on teaching mathematics for primary education students around the grade levels of Prekindergarten to 6 th grade. It contains articles on developing fact fluency in basic arithmetic operations, developmentally appropriate teaching, scaffolding mathematical discourse inside the classroom, etc. Its intended audience includes scholars, researchers, educators, and students whose interests lie within early childhood and primary education as a whole and it is published by the National Council of Teachers of Mathematics (NCTM). A beginning teacher should really look into reading a journal like this to have a clearer understanding of how to educate younger students in lower grade levels, know how to activate background knowledge effectively for older students in secondary grade levels (6-12), and even

PROFESSIONAL DEVELOPMENT NOTEBOOK 5 understand how to use physical manipulatives or effective problem-solving strategies for basic math skills necessary to build up onto higher mathematics. Journal Article # 2 The second journal being described is Mathematics Teaching in the Middle School, which discusses the important topics of teaching mathematics inside a middle school classroom and every standard that needs to be covered as part of it. It includes features such as “ Capturing Mathematical Curiosity with Notice and Wonder”, which will be the article being discussed about in the article review of this journal. This journal is a great read for educators who are interested in pursuing a career in secondary mathematics education. This gives great insight on educating students of that age group and promoting effective classroom management techniques. A beginning teacher should read this article if they are interested in becoming a secondary education teacher, would love to learn more about teaching mathematics at this level, and is curious about how middle school students think and problem solve. Journal Description # 3 In the journal “ The Mathematics Teacher” , educators can find many articles on teaching grades from 8-14 and has an intended audience of scholars, researchers, educators, and students of education demonstrating intrigue in secondary mathematics education. This is similar to the other journals, this one is published by the National Council of Teachers of Mathematics (NCTM). It is most useful for an educator since it’s the field that some of us intend to enter upon graduation and wish to acquire any necessary skills to be an effective classroom teacher in the content area of mathematics. A beginning teacher may want to look into reading this journal if

PROFESSIONAL DEVELOPMENT NOTEBOOK 6 they like the idea of teaching secondary mathematics, are interested in using mathematical discourse and discussions inside the classroom and want to build a deeper connection between their students and mathematics.

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PROFESSIONAL DEVELOPMENT NOTEBOOK 7 References References Clements, D. H., Fuson, K. C., & Sarama, J. (2017). What Is Developmentally Appropriate Teaching? Teaching Children Mathematics , 24 , 178–188. Rumack, A. M., & Huinker, D. A. (2019). Capturing Mathematical Curiosity with Notice and Wonder. Mathematics Teaching in the Middle School , 24 , 394–399. Pierson Bishop, J., Hardison, H., Przybyla-Kuchek, J., & Hassay, E. (2020). Leveraging Student Thinking to Foster Productive Discussions. The Mathematics Teacher , 113 , 995–1016. ). Article Title. Journal Title , Pages From - To. Last Name, F. M. (Year). Book Title. City Name: Publisher Name.

Professional Development Notebook

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