Week 3!

        This week we touched upon two different concepts that I found interesting, and worth sharing. These two concepts are instrumental understanding, and relational understanding. Instrumental understanding comprehends through steps, such as a formula in math focusing on how to solve a given problem. This is usually only short-term learning, because students are often memorizing formulas but do not understand the actual meaning behind it or how to do something. I can relate to this when I look back to my math classes in high school. Working as a group, or asking the teacher questions just so we could get the assignment done quick and hand it in. No one wanted to sit down and take hours to complete something that could be completed in just under an hour. Also with testing, the teachers usually never gave the formulas to us so I remember having to memorize each one before we had to write a test.
        Whereas, relational understanding is comprehending the concept itself, this includes the “why’s” and “how’s” of the concept. For example, the students know why they are using the specific formula, and how the formula is going to help them solve that problem. This is usually more long-term learning because students can process and understand the information that makes it easier to remember. I think it is extremely important to have a mix of both instrumental and relational understanding incorporated into teachings because students need to be introduced to new things such as a formula, but also need to be taught why they are learning it and how it is beneficial to them in the long run. When I look back I remember associating a formula to a question because it just worked, but never knew why or how it worked. As a future educator, I want to make sure I emphasize relational understanding so students don't look back and think to themselves "I have no idea why I learned that" as I have said previous times in the past.

Lauren. (March 11, 2005). Math Fail. (Online Image). Retrieved from http://bit.ly/2dlKmKB

      This week we also had some fellow teacher candidates present some math lessons focusing on number sense and numeration. One lesson that stuck out to me in particular taught common multiples. In this lesson the teacher candidate had us participate in an activity that allowed students to apply what they have learned in a new way, and what I liked about it the most is that you can use the question more than once by changing the item and cost of the item. The question addressed the prices of new books ($6.00) and used books ($4.00). It then stated that one individual bought all used books, and the other individual bought all new books, however they both spent less than $15.00, but the same amount of money. How many books did each individual buy and what was the total cost? Our teacher candidate presented the information sheet well with little books to represent the used and new ones, as well as a “What we know” box to organize the information that was given. I am a visual learner so I loved this presentation, and would love to use this activity if I ever had to teach common multiples in the future. I also think this is a great example of relational understanding as well because you are taking a math concept and then applying it to a real life scenario that students can relate to. This gives them the idea of how and why were teaching them to understand these concepts.

Week 2

Hello everyone and welcome to my second blog post!

Mathematics…don’t we all just cringe when we see an equation? Growing up having to suffer in a data management, calculus or functions course and at the end of the day complaining how much your brain hurt? Yeah I’ve been there too…I believe there is a negative opinion on math but it is slowly turning over to a positive one. While I grew up I only enjoyed math when I understood the questions, and felt overjoyed getting a question correct. However, when I couldn’t understand a question or kept getting the final answer wrong I just wanted to pull my hair out! I was one of those students that worked hard to figure things out to get it right and to feel that accomplishment because that’s what kept me motivated. I think what makes a good mathematics student is to be able to fail at times and be successful at other times. Failing is not a negative thing, people can learn a lot from their failures. Having to struggle and figure out questions will only help the student understand it and remember it longer.

Starting my next chapter as a teacher candidate I did consider potentially having mathematics as a second teachable, but then I thought to myself and laughed. I was never super strong at math, I did well but I was no human calculator. During my first week I learned that the best math teacher is sometimes someone who struggled with math themselves. Being able to break down the questions for the students and relate to the struggles their dealing with is HUGE! Sometimes people who understand it too well have a hard time breaking it down for the people who don’t. This is where I thought to myself and said you know what maybe I could do it! I actually volunteered in a grade 5 classroom and every time I came in they were focusing on math. Believe it or not I did enjoy it.

What’s also exciting is all these games people have come up with that involve math and this is where I see mathematics turning into a positive opinion! I strongly believe if you give a student a chance to play math games online they would enjoy it much more than the traditional “sit at your desk and finish this sheet of equations” approach.  This is exactly what I would be implementing into my teaching when I have the chance to because I think if its fun the students will stay engaged and once their engaged they will learn!
Regarding some areas of the mathematics curriculum that I will focus on learning over the next few weeks of this course would be the grade level I will be completing my placement in. However, this is still to be determined at this time. I also think it would be best to look over the areas that I need to refresh on to become a better educator.

            In the following link there is a Demolition Division game for students in Grade 3 or 4 that could be beneficial to use in the classroom! Enjoy!

Check out this awesome Demolition Division Mathematics game geared towards Grade 3 and 4 students. https://t.co/wzqX6MWEdF

— Nicolina S (@n_strkalj) September 22, 2016

Mulan. (July 14, 2011). Funny Math. (Flickr Image). Retrieved from http://bit.ly/2deMCIP 

Introduction post

Hello and welcome to my mathematics blog! 

My name is Nicolina Strkalj, and I am currently a Teacher Candidate in the J/I division at Brock University, where I also graduated in 2016 with a Bachelor of Physical Education (Honours) Degree. I am excited to see what this year has in store for me and I look forward to becoming a future educator! 

During my spare time I enjoy playing soccer, volleyball and exercising either outside or at the gym. I also enjoy traveling and have been to Cuba three times, Croatia, Florida, New York, and Montreal. My plan is to go on one trip a year to pursue my love for travelling and explore new places. I am a very outgoing person that loves to try new things such as skydiving. Crazy right? My parents thought so too...but I would HIGHLY recommend going. However, I would never try bungee jumping...now that's crazy!

This blog section is here to provide helpful strategies and ideas to create a more positive atmosphere regarding mathematics in the classroom, as many people are known to be scared of this subject. Throughout this course I hope to learn how to create successful lesson plans that will be fun and engaging for my future students. I hope to become more confident in the material and become the best educator I can be. 

So, if you are an individual that struggles in math and hopes to become more confident with the material join my journey throughout this blog! 

Below is an avatar version of me!