Reflective Paper Essay

Mathematics for Elementary T individu onlyyers is a two- part course designed to coiffure potential educators the mathematical beliefs need to t individually to simple schools schoolchilds K-8. The two-part course withal conferresses the relationship concepts to the National Council of Teachers of Mathematics Standards for K-8 instruction (Billstein, Libeskind & Lott, 2010).This semester, which presented the second half the two-part course, the MTH/157 course of study gave appropriate statistical methods to analysis data, applied basic concepts of luck, applied and set nonrepresentational figures and shapes for problem solving, and identified applications of measurements. This class introduced very interesting, exciting and sportswoman focal points how to teach the above mathematical concepts wish probability in the form of games.There are several types of probabilities Theoretical Probability and experimental Probability. Theoretical probability cases washbasin be us ed to illustrate the predictions of the chance on Flip or Dice Roll probability games. Yangs example If thither are n equally way outs and an event A for which there are k of these outcomes, accordingly the expression of the probability that the event A leave behind happen looks like this P(A) = k/n (p. 283, para. 4). What I inhabit while playing the Coin Flip game was that the probability of flipping the attain and it turning up heads was P (H) = .To include, the probability of flipping the coin and it turning up tails was P (T) = . So, if the chance of the coin flipped and turning up heads is 0.50 accordingly the probability of two coins coming up heads is 0.5 x 0.5 = 0.25. What I jazz while playing the Dice Roll game was that with both cut being rolled the outcome, sample space and events of the probability could be many. curl the two dice there would realize been 36 different ways to predict the outcomes.I decided to roll atomic number 53 hand kinda of two dice so that I could fine theprobability of the die turning up an even number which resulted P (E) = 3/6 = . When dealing with real life situations, it is impossible to use the theoretical probability method. The experimental probability method is best used in these instances by performing an experiment or survey.The experiment is used to predict occurrences that entrust happen in the future (Yang, 2012). Probability of independent and dependent events exponent be the most difficult concepts for students to grasp. Independent events are those where the outcome of one event is not affected by the other, and dependent events are events where the outcome of one is affected by the other.The formula for these events could cause the student to accommodate confused if not learned correctly. The course introduced the concepts of geometry in a delight way by giving me the opportunity to modify a geometry artful activity. My activity was to show kindergarten thru first grade students how to ide ntify three geometric shapes and how to select and count a specific shape out of a mixed throng of shapes. The student leave behind trace on the dreary paper the example of the shape on the blackboard which will be displayed one at a clock time by the instructor.Each time that the example shape is governd on the blackboard the student will call out the name of the shape. The instructor will then stimulate up that specific shape and its color so that the student can call out both the shape and its color to trace. After the student has identified and traced all of the shapes on its specific colors, the instructor will place on the students desk 10 cut out shapes consisting of 3 red circles, 5 yellow squares, and 2 green triangles.The instructor will ask the student to place all of the different shapes in 2 lines consisting of five shapes (assistance might be needed). While the instructor is observing each line of shapes, the instructor will ask the student to put all of the same colored shapes together in the lines.The instructor will then ask the student to count and to tell the instructor the number of each shape that is in the mixed group of shapes.After the first suspense is answered correctly, the instructor can then ask question like atomic number 18 there more squares then circles in the first group or second group? Or How many more squares are there then triangles in the first group or second group of mixed shapes? and Tell me what shapes is closest to the squares? MTH/157 not only introduced a broadcast that would help potential math teachers howthe above mathematical concepts to elementary students, it excessively teaches the math teacher what concepts that the students might have difficulty with and gives information on how to help that individual student to grasp the concepts.In my opinion, the best way to make sure that every student learns any mathematical concept is to make it maneuver and game learning. In this way, students are more h appy in clearly understanding and comprehending the fundamentals of the subject and have a better chance of not forgetting, at least, the beginning steps. I have learned from this class that the above is very vital to achieve the characteristics of a professional mathematics teacher.If I were to recommend anything in the way to add to the course curriculum, it would be very little because I felt like the course was designed for someone like me an individual who has always ensnare math courses to be very difficult. This course has been simplified to a inspiration that has influenced my ideas philosophy of teaching and that is that the most difficult can be fun learningReferencesBillstein, R., Libeskind, S., & Lott, J. W. (2010). A problem solving approach to Mathematics for elementary school teachers (10th Ed.). Boston, MA Wesley Yang, Rong. (2012). A-Plus Notes for Beginning Algebra Pre-Algebra and Algebra, Publisher, A-Plus Notes Learning Center. Los Angles California