Math for Elementary Teachers Essay

mathematics for childlike Teachers II is the bit small-arm in a cardinal exposit series. The numeral concepts that were foc lend oneselfd on end-to-end the guerilla ramify of Math for elemental Teachers were on measurement, geometry, probability, and information psycho digest. Just like use one of Math for Elementary Teachers, part two likewise address the kinship of the subscriber line concepts to the matter Council of Teachers of math Standards for K-8 discipline. The low two weeks of this furrow, the main concepts that were explored was entropy analysis and probability.When intoxicateing closely data analysis, A caper Solving Approach to Mathematics for Elementary School Teachers taught students that data analysis is the measures of Central Tendency, Statistics, and Variation. During data analysis students also reviewed that opposite ways data fire be presented bump graphs, circle graphs, define graphs, or scatter plots. Probability taught theorem and maneuver diagrams/geometry probabilities. Both of these numeral concepts were cover passim chapters 9 and 10 of A Problem Solving Approach to Mathematics for Elementary School Teachers.The numeral concepts covered during week deuce-ace and four was Introduction to Geometry. During these two weeks, the concepts of geometry that were covered were angles, primary notation, geometry in three dimensions, and polygons. These numerical concepts of geometry were covered throughout chapter 11. numeral concepts covered during week five and sestet was Applications of Geometry. During these two weeks, the main concepts of applications programme of geometry that were taught were rotational symmetry, lines of symmetry, similar triangles, similar igures, lines and linear comparabilitys, tessellation patterns, translations, rotations, reflections, and move reflections. These mathematical concepts of Applications of Geometry were covered throughout chapters 12 and 14. Mathematical concept s covered during week sevener and eight was Applications of mensuration. During these two weeks, the main concepts of application of measurement that were covered were beas of polygons and circles, distance formula, equation of a circle, linear measure, mass, Pythagorean theorem, originate aras, temperature, and volume.These mathematical concepts of Applications of Measurement were covered throughout chapter 13. The concepts intentional throughout this die hard are relevant to the characteristics of a professional mathematics teacher based off of the topic Council of Teachers of Mathematics (NCTM) Standards. Based off the lessons for entropy Analysis and Probability, Introduction to Geometry, Applications of Geometry, and Applications of Measurement in this course and under the NCTM affirmards the curriculum meets the expectations that the National Council required professional mathematic teachers to cook.The curriculum of entropy Analysis and Probability in this course meets NCTM standards and expectations by represent data utilize concrete objects, pictures, and graphs, collect data employ observations, surveys, and experiments, represent data using tables and graphs such(prenominal) as a line plots, bar graphs, and line graphs, bring out parts of the data and the rope of data as a whole to determine what the data show, and describe the shape and historic features of a set of data and compare related data sets (The National Council of Teachers of Mathematics, 2012).The curriculum for Introduction to Geometry and Applications of Geometry in this course meets NCTM standards and expectation by recognize, name, build, draw, compare, and divide two-and-three dimensional shapes, find the distance amidst points along horizontal and vertical lines of a coordinate system, and predict and describe the results of sliding, flipping, and good turn two-dimensional shapes (The National Council of Teachers of Mathematics, 2012).The curriculum for Applic ations of Measurement in this course meets NCTM standards and expectation by recognize the attributes of length, volume, weight, area and time, understand the drive for measuring with standard units, develop strategies for estimating the perimeters, areas, and volumes of randomized shapes, and develop strategies to determine the surface areas and volumes of angular solids (The National Council of Teachers of Mathematics, 2012).When geting the first part of Math for Elementary Teachers, the idea that I had in mind was that these two courses were leaving to be about learning the basic mathematical concepts, counting, adding, subtracting, and learning shapes. However, now that I have completed the first part of Math for Elementary Teachers and am acquire ready to the last week of the second part, my ideas and philosophy about teaching primary(a) students mathematical concepts changed.Teaching elementary children about Data Analysis and Probability, Geometry, and Applications of Measurement muckle become overwhelming for young children because these are concepts that they gave never learned about. Elementary children are used to understanding the basic mathematical concepts. I believe that when it is time to start learning about other mathematical concepts it is important to make learning sport for the younger children.I will stand my philosophy of adjusting the lesson plans to create fun men on activities that will patron my students learn and remember all the different mathematical concepts. I also believe that it is important to go that extra mile to impart students with the best mathematical education on that point is and by getting the parents involved to help students at alkali by suggesting different websites or by sending home activity books.I can candidly say, that the recommended changes to the practice of mathematics that have been instruction based off my experiences in two Mat for Elementary Teachers I and Math for Elementary Teachers II is that these two courses should be longer than nine weeks long. There is so much information that needs to be learned, and for a lot of students that are fetching these courses it has been many years since they have learned these concepts.Another issue that I was not pleased with was at the start of this course having to take MyMathLab Orientation again. With these being a two part class and having to use MyMathLab during the first part of this course, it seemed pointless having to do another orientation for MyMathLab, but consequently again m most students should love how to use MyMathLab seeing as thy have other courses that require them to use MyMathLab. In total with the entire math course that are required for an Associate stagecoach in Elementary Education 36 weeks is spent using MyMathLab.