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Danielle CalderOffline

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  • #1822
    Danielle Calder
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    I have leaned that math is starting to be taught in a way that slows the learning down. There seems to be a lot more terminology and processes to complete the work, almost like there is additional information being added onto concepts in math. In my personal experiences, math always seemed to be taught where less was required and you just knew what everything meant. Now it seems that there are many more steps and ways of doing math that takes more time but still provides you with an answer. I’m slightly conflicted in the range of pedagogy math seems to have…I was taught as a student that there was a right way to do math and a wrong way to do math and now…there are so many ways it’s hard to comprehend and keep track of them all.

    #1811
    Danielle Calder
    Participant

    I am still not understanding the difference between discernments and steps. I am seeing them as the same thing. Steps you follow to complete a task. Discernment is what you have to come aware of to learn something. Would that not mean discernments are steps? You come aware of what you have to do or what it takes to complete a task?

    #1805
    Danielle Calder
    Participant

    This model is challenging and will take a lot of practice to understand fully.

    #1804
    Danielle Calder
    Participant

    This learning has been very interesting and certainly a refresher from my high school math experiences…The one significant aspect that resonated with me was the concept of providing engagement time. I believe this is an important part of the math process to help support students learning the material bringing them closer to success and decreasing their learning gaps. This time to manipulate and reflect certainly benefits my learning so this time would also help me when teaching and learning with diverse math learners.

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