Tea on the Hill Volume II

 Welcome back to the Tea on the Hill!

 I’m pretty sure you have been waiting on this post. So let’s start this week's tea. We have a brand new preservice teacher, Ms. Cassidy who is also a member of SGA. This is also her first time teaching Number Talks to other seniors and juniors' preservice teachers. She followed the rules for Number Talk, in which students had to put their fists to their chests because they were ready to start. The image was shown for 3 to 5 seconds to determine how many dots they saw. After the image is displayed, students were asked, “How many did you see?”, “How do you see it?”. Now this time, we didn't have a challenge going on to defend the answer. Everyone agreed on “12,” but we did have a lot of students respond to the many ways how they saw “12”. Students responded with two different answers: Multiplication and Addition. Now don’t go too far because the tea is getting good. Come back next week because we are mixing some lemonade with this tea and you don’t want to miss it!!!

McVay, S. & Massey, J. (2022), Tea on the Hill

Comments

Post a Comment

Popular posts from this blog

Let’s Talk about Numbers! Embedding Number Talks into Pre-service Teachers Mathematics Methods Course As a classroom teacher, I saw the essential benefits of including mathematical discourse in my mathematics classroom. My elementary students were engaged with solving problems and having discussions about their approaches. As a faculty member, allowing my preservice teachers to have conversations about numbers is even more essential. Preservice teachers come with diverse experience and preconceived feelings about mathematics. They bring their feelings into college and into their teaching practices. These feelings include the following: ·          I can’t stand math! I don’t want to teach it. ·          I love math. It was my favorite subject in school! ·          There is only one way to do math!   My goal is to help develop mathematical thinkers, and, in turn, give them the necessary pedagogy to build mathematically thinkers. Hopefully, my preservice teache
Read more

My Answer is Five!

Several times a week I offer study sessions to my pre-service teachers for Praxis Multiple Subject Mathematics, one of five tests elementary teacher candidates have to pass to teach.   My preservice teacher came across the following practice problem from Math Made Easy:   Jan ran 30 blocks in 6 minutes. Assuming that she ran at a constant speed, how long did it take Jan to run one block? My student commenced to solving the problem. She said so I divide 30 by 6 to find out how much time it will take to run 1 block and the answer is 5. After reading the problem again. I ask her to notice the problem. Remember if the speed is constant, should it take her 5 minutes to run 1 block?   She thought about and decided it did not make sense. I am writing this in support of one of the Standards for Mathematical Practices from the Common Core State Standards . Reason abstractly and quantitatively.   Students proficient in mathematics make sense of the relationship of quantities in p
Read more

Number Talks with Fraction

Image
This post is based on the last class session for this semester. We went out with a bang. We tackled NT with fractions. We actually started our talk about fractions the previous class session. Today was more of a review for the final. After much practice order fractions without determining alike denominators and operations with fractions using models, my PST (Pre-service Teachers) engaged in a NT involving fractions. The following is a conversation with adding fractions:   1/4 +1/2 Teacher: How did you get 3/4/ ? PST 1: I know that 1/2   is equal to 1/4 + 1/4which is 2/4.  So I used 1 /4  + 1/4 + 1/4. Therefore   it equals to 3/4.   PST 2: I just found that common denominator which is fourths. Since the first fraction already has fourth, I don’t have to change that fraction. But the second fraction is ½. The second fraction has to be changed to the new fractions that is equivalent. The equivalent fraction is 2/4 . So 1/4 + 2/4   is 3/4  .   Both student used equivalenc
Read more