Reflective Paper Essay

Mathematics for Elementary Teachers is a two- part note knowing to prep atomic number 18 potential educators the numerical concepts need to teach to elementary schools school-age childs K-8. The two-part course also addresses 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 southward half the two-part course, the MTH/157 curriculum gave appropriate statistical methods to analysis data, applied basic concepts of chance, applied and identified geometric figures and signifiers for problem work out, and identified applications of measurements. This class introduced very interesting, exciting and fun ways how to teach the above mathematical concepts bid luck in the form of feistys.There argon several types of probabilities suppositional Probability and Experimental Probability. Theoretical probability examples groundwork be utilise to illustrat e the predictions of the Coin Flip or Dice Roll probability posts. Yangs example If there are n equally outcomes and an yield A for which there are k of these outcomes, then the expression of the probability that the event A leave happen looks like this P(A) = k/n (p. 283, para. 4). What I experience while playing the Coin Flip game was that the probability of flipping the mint and it play 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 then the probability of two coins coming up heads is 0.5 x 0.5 = 0.25. What I experience while playing the Dice Roll game was that with both dice being rolled the outcome, sample space and events of the probability could be m all. Rolling the two dice there would have been 36 polar ways to predict the outcomes.I decided to roll unitary die instead of two dice so that I could exquisitely the probability of the die turning up an even number which resulted P (E) = 3/6 = . When dealing with real life situations, it is impossible to exercise the theoretical probability method. The experimental probability method is best employ in these instances by performing an experiment or survey.The experiment is utilise to predict occurrences that will happen in the future (Yang, 2012). Probability of autonomous and capable events might 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 pose the student to become confused if not learned correctly. The course introduced the concepts of geometry in a fun way by giving me the opportunity to alter a geometry manipulative activity. My activity was to show kindergarten thru offshoot grade students how to mark three geometric shapes and how to select and count a specific shape out of a mixed group of shapes. The student will darkness on the tinted paper the example of the shape on the chalkboard which will be displayed one at a time by the teacher.Each time that the example shape is placed on the blackboard the student will call out the name of the shape. The teacher will then hold up that specific shape and its color so that the student can call out both the shape and its color to trace. subsequently the student has identified and traced all of the shapes on its specific colors, the teacher will place on the students desk 10 deracination out shapes consisting of 3 red circles, 5 yellow squares, and 2 verdure 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 wi ll 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 uncertainty is answered correctly, the instructor can then ask question like Are there more(prenominal) 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 save introduced a curriculum that would help potential math teachers how the above mathematical concepts to elementary students, it also teaches the math teacher what concepts that the students might have hassle with and gives information on how to help that man-to-man 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 fun and game learning. In this way, students are more successful in clearly understanding and comprehending the fundam entals of the payoff and have a better chance of not forgetting, at least, the fountain steps. I have learned from this class that the above is very springy 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 found math courses to be very difficult. This course has been simplified to a dream 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