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Jan 9, 2024

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Running head: LOOKING AHEAD 1 REFLECTIVE ESSAY Lymarie Coriano-Gonzalez Master of Science in Education, Walden University MATH 6561: Learning and Teaching Math Dr. Nan Sattler June 30, 2023.

LOOKING AHEAD 2 Reflection of Implementation and Analysis According to Van de Walle et al., 2019, no matter whether you are a pre-service teacher or an experienced teacher, there is always more to learn about the content and methodology of teaching mathematics (p. 11). As an educator you can demonstrate a number of concepts that can help guide instruction and assessment. To ensure students' attentiveness during class and tasks, teachers must establish explicit learning objectives. While we should have high expectations for all our students, educators also need to make sure that their curriculum is accessible as well as all of the requirements of their students are being fulfilled (RWRCOEL Diversity Proficiencies, 2016). I thought I knew a lot about how to teach and understand mathematics before enrolling in this course. I was very mistaken in my assumptions because even after reading for seven weeks, having weekly discussions, and writing regularly for assignments, I still have a lot to learn. During this course I spent a lot of time self-reflecting on how I taught math in my classrooms. I often questioned my ability to inspire students' passion for mathematics and to support them as they continue to develop as proficient mathematicians. My goals of learning and enhanced techniques for teaching mathematics were what I planned for the class and this course teaches me how to address student’s ability to learn Math (Van de Walle, Karp & Bay-Williams, 2019). In this course, I developed knowledge of the importance of including the five practices of mathematics in my lessons. The five practices of mathematics include anticipation, monitoring, selecting, sequencing, and connecting (Smith & Stein, 2018). This pedagogy practice was completely new for me and once I have implemented these, my students are now more grade level equivalent. The benefits and the way it impact how I teach mathematics where I require additional practice implementing them with my lessons before I can consider myself to be an expert. When implementing a task, I consider how learners will be able to demonstrate their

LOOKING AHEAD 3 thinking in a variety of ways while working with the strategy and fundamental concepts of the subject (Van de Walle et. al., 2019). I have been able to improve my capacity to choose and create tasks that meet the requirements useful to students by taking into consideration the characteristics of a cognitively demanding task from Van de Walle et. al. (2019). To truly comprehend a variety of possibilities for misconceptions or to put yourself in the shoes of the learner, I go over them on my own. Additionally, it is vital to make sure that all assignments are practicable for all students while still requiring critical thinking and self-reflection from them. Studies demonstrate that poor instruction without the use of mentally taxing assignments has negatively impacted students' mathematical abilities (Boston & Smith, 2009). Wilhelm identified three knowledge and conceptual requirements for teachers in 2014: mathematical knowledge for teaching (MKT), visions of high-quality mathematics instruction (VHQMI), and views on how to support struggling students (Parrish & Martin, 2022). As an educator, I have worked and still working on these challenges and am continuously doing so, in order to improve both my teaching skills and my students' learning. Now I have several new ideas I will implement in my classroom for the years to come as well as thoughts about how it might turn out. By implementing the five strategies in my class, I have demonstrated my commitment to modeling three of the standards for teaching mathematics (NCTM CAEP Standards, 2012). The new ideas from this course are that I can assist myself in bringing up an effective social change for the better of my students by improving the setting for learning in the school, community, etc. I gained the knowledge necessary to support myself as an educator of mathematics, and I will also be better equipped to help my mathematical pupils. This course taught me the value of educating a variety of students instead of focusing on a single kind of math learner. High-demand cognitive assignments must be included while preparing diverse types of math pupils. Making connections, analyzing data, and drawing conclusions are one of

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LOOKING AHEAD 4 the high demand thinking skills. The students were able to solve problems and make connections to their previous knowledge by engaging in high-demand cognitive activities in my class. As a professional educator, it has given me the chance to pay attention to, probe, as well as and record my students' critical thinking and support them in accepting ownership of their arguments. In summary, this course improved my understanding of how to modify my instruction, tasks, and assessments according to the academic growth of each of my students. In order to become an exceptionally proficient math educator, you need to be fascinated regarding discovering better methods. Eight weeks, in my opinion, are not long enough to understand and learn everything there is to know about math instruction and the way various students learn Math. My desire to help pupils become master mathematicians and my enthusiasm for mathematics have both grown. References Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2019). Elementary and middle school mathematics: Teaching developmentally (10th ed.). Pearson.

LOOKING AHEAD 5 Smith, M. S., & Stein, M. K. (2018). 5 Practices for orchestrating productive mathematics discussions (2nd ed.). The National Council of Teachers of Mathematics. National Council of Teachers of Mathematics (NCTM). (2012a). NCTM CAEP standards-Elementary Mathematics Specialist. Retrieved from: http://www.nctm.org/uploadedFiles/Standards_and_Positions/CAEP_Standards/ NCTM%20CAEP%20Standards%202012%20-%20Elementary%20Mathematics %20Specialist.pdf Parrish, C. W., & Martin, W. G. (2022). Cognitively demanding tasks and the associated learning opportunities within the Math Twitter Blogosphere. International Journal of Mathematical Education in Science & Technology, 53(2),364-402 . Retrieve from: https://doi.org/10.1080/0020739X.2020.1772388 Walden University, (2023). Social Change . Retrieved from: https://www.waldenu.edu/why-walden/social-change Laureate Education, Inc. (2016). RWRCOEL Diversity Proficiencies. Walden University. Retrieve from: https://content.waldenu.edu/a08a4a2a6f6799ef98d006d658fd2a67.pdfLinks to an external site.

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