INTRODUCTION

A program that I would like to see implemented as part of a math program would be the design and implementation of lessons that coordinate with students future career goals.  The Mathematics Framework (2006) reads that, “All students need a high-quality mathematics program designed to prepare them to choose from among a full range of career paths” (p. xiii).  One of the goals for students from the Mathematics Framework reads, “Apply mathematics to everyday life and develop an interest in pursuing advanced studies in mathematics and in a wide array of mathematically related career choices” (p. 3).

This section highlights projects that were implemented in a high school Geometry class that allowed students to complete that were aligned with career or hobby goals they had.  This assignment was conducted with a group of students I had the opportunity to interact with during my student teaching as well as my time teaching 8th grade Geometry.

Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve. (2006). Sacramento, CA: California Department of Education.

TPE 1: Specific Pedagogical Skills for Subject Matter Instruction

a. Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments

• Understanding the state-adopted academic content standards
• Understanding how to teach the subject matter in the standards
• Planning instruction that addresses the standards
• Demonstrating the ability to teach to the standards

b. Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments

• Understanding the state-adopted academic content standards
• Understanding how to teach the subject matter in the standards
• Planning instruction that addresses the standards
• Demonstrating the ability to teach to the standards

REFLECTION

I've learned the value of making sure students have enough practice before they are given a test.  O’Shea (2009) writes, “By interspersing tasks for students to perform throughout the presentation of new information, the teacher is provided with an opportunity to guide their early efforts, make corrections, and not reinforce patterns of difficulty” (p. 117).  Providing the students with a quiz is a good way to help them prepare for a test because a quiz is usually worth less than a test and gives the students an opportunity to correct any challenges they may be experiencing before the actually test. 

For future lessons I will be more aware as to the time between when a student is introduced to a new concept/standard to the time when they are tested on that concept.  I’ve also learned how valuable it is to have hands-on activities that give the students another way to learn a concept and will purpose to include more hands-on activities. 

O’Shea, M.R. (2009). Pathways to Teaching Series: Assessment Throughout the Year. Pearson Education, Inc.: Upper Saddle River, New Jersey.