A strong emphasis can be beneficial for both the students and the teacher. Miki Murray said, “I understand mathematical relationships and concepts more deeply when I connect the signs, symbols, and words that describe them and use those connections to communicate more clearly with my students” (168). As for the students, “Understanding and using mathematics vocabulary to justify and describe their problem-solving exposes them to a deeper understanding of concepts as well as the important relationships between them” (168). If vocabulary is embedded into the curriculum then it can only benefit the student. There is no need to take time away from learning the content. Incorporating vocabulary doesn’t have to be as intense as Miki Murray does it, but incorporating maybe one or two elements here and there will benefit an ordinary math class.
I like how she divides up all the activities into five categories including classroom management, classroom culture, classroom rituals, assessment and evaluation, and specific vocabulary activities. I think that it is very important to establish structure and expectations for the classroom and for the work that is expected from the students. I like the “assessment cycle,” to gather evidence, interpret, reflect, and advance knowledge. They use this for homework, journals, problem solving write ups, and reflections. I like that this is a common process that students use so they always know what they are doing and not just plugging numbers into a formula. This gets the students to look at problems this way even when they don’t have to, like on a state exam. They gather what information has been given to them, interpret what it means to find the process they need to use to solve it and then reflect on whether it makes sense. As far as activities go, I can honestly never see myself as a teacher, or student for that matter, use poetry to help me understand vocabulary. I struggle too much with poetry alone that I would not be able to use it to my benefit with mathematics vocabulary. I wouldn’t know a good poem from a bad poem and I think this is how some students are. Instead of an activity like this helping them, it may cause them to struggle more.
I found this part of the book to be different from the rest of the book. In chapter nine, it was dedicated to writing poetry. Murray was inspired by Anne’s previous work by incorporating math vocabulary into her poetry. Murray decided to devote a lesson and assignment for all her students that involved math and poetry. I found this to be peculiar. I understand if students are struggling in a particular topic so changing the lesson plan will benefit them. But I think poetry can make understanding math vocabulary more difficult and the assignment will lose its purpose. Students will be focusing on if the poem flows and meets the standards of a Haiku or Tritina. Mastery of understanding these words may or may not happen. Chapter ten puts a bow on the book as a whole. Murray says “understanding and using mathematics vocabulary to justify and describe their problem-solving exposes them to a deeper understanding of concepts as well as the important relationships between them,” (168) and I couldn’t agree more. She calls her ideas her “vocabulary program.” Students can participate in classroom activities that can also build vocabulary in the classroom. Working with partners and establishing and following structure for writing about problem solving are just a few activities that can be done. Relating problems to current culture can increase understanding like defining terms in a language students are currently comfortable with (not the dictionary definitions) using examples and illustrations. Being consistent throughout the year is important. So processing homework daily in small groups and practicing listening skills with paraphrasing and rote talking should be part of a class routine. The more often students are exposed to vocabulary in math, it will be instilled in their brain. Looking at her breakdown, her methods seem a lot more doable in a class period. As she was explaining it in the book, I was always concerned about time and how effective her assignments would be. But after reading the “readers digest version,” I better comprehend what her goals are.
I agree with many things that you both talks about. Jacki- I also like the way that she divided up all the activities and believe that organization, consistency and structure helps you become a better teacher. Also, I think that teaching poetry through math might be difficult but as I was reading the chapter, I really felt that her students were engaged in learning and the whole process was helping them become more creative and take ownership of their learning process. Ariel- I do agree, that these last few chapters were different from the rest of the book but very pleasant read. The chapter on assessment made me thinks about a teacher I had last semester. She was always having us do self-evaluation and assess your learning in many ways. Honestly, I didn’t realize that value of her teaching until this chapter. As Jean Stenmark summarized," the value of student’s self-evaluation as promotion, metacognition skills, ownership of learning, and independence of thought". Overall, I have to say that this was a good book to read. Since, I am still recently new to the education field, is there any books that you any of you would recommend for me to read?
Restating the quotes Jacki and Ariel stated by Murray, “I understand mathematical relationships and concepts more deeply when I connect the signs, symbols, and words that describe them and use those connections to communicate more clearly with my students” and “understanding and using mathematics vocabulary to justify and describe their problem-solving exposes them to a deeper understanding of concepts as well as the important relationships between them” (168). The reason why I am restating these quotes is because they put such a stress on the beliefs that Murray had not only for her students but also for herself. To me, these two quotes symbolized closure. I say this because throughout the whole book Murray emphasized the importance of mathematical language and vocabulary in her classroom. Not only did she repeatedly state that this is essential, but she also incorporated examples of how to do something and of student work. She was not just a teacher or facilitator, but she too was an active learner. The idea of having students write poems is wondrous. It is a great way to see how students express mathematical terms from all different points of view. However, how do you tell a student that their poem is wrong? Ever since grade school we are taught that poems are a form of creative writing. Poems help us see things differently and help us express what we feel. I understand that the poem activity came with structure, but what happens to that student who may not being having trouble with the math but instead with the poem strategy? A solution to this would be for my students to find a way they can express math to me in writing. I would want them to feel comfortable in their shoes while writing math and once they found that skill, then can go towards other ways to express math. Overall, I did like how Murray actually put herself in the position, realizing and mentioning the difficulty or creativeness she had with this process. She allowed students to constantly give her feedback and allowed Anne to facilitate the poem workshop. This helped students open up a little more to poems, which was Murrays intent and way to encourage poems as a form of expression. The way Murray split up her five categories was amazing. When I saw the five categories that Murray set up, my view of classroom management differed from what she explained it to be. I thought that the classroom management section would be about the rules of the classroom and how her classroom is structured. Though, it does state what and how she wants her students to perform but most of all she lists activities that actually help “manage” her students learning and enhances vocabulary. Even though all of these categories covered each activity included in the earlier chapters, she did an outstanding job of breaking down the way she organizes her activities. I have learned so much through this book and I genuinely believe that everything she does is just a way to teach, not an add-on. There are many aspects of this book that I will carry on with me and incorporate into my classroom.
I am so glad that, despite some parts that seemed strange or challenging to you, you all persisted and thoughtfully engaged both here and in class with this book. I do think that the intent of this book parallels the class. The ideas of content literacy are not intended as an add on but a way to teach more purposefully towards understanding your content area. You got it - the big idea! : )
6 comments:
A strong emphasis can be beneficial for both the students and the teacher. Miki Murray said, “I understand mathematical relationships and concepts more deeply when I connect the signs, symbols, and words that describe them and use those connections to communicate more clearly with my students” (168). As for the students, “Understanding and using mathematics vocabulary to justify and describe their problem-solving exposes them to a deeper understanding of concepts as well as the important relationships between them” (168). If vocabulary is embedded into the curriculum then it can only benefit the student. There is no need to take time away from learning the content. Incorporating vocabulary doesn’t have to be as intense as Miki Murray does it, but incorporating maybe one or two elements here and there will benefit an ordinary math class.
I like how she divides up all the activities into five categories including classroom management, classroom culture, classroom rituals, assessment and evaluation, and specific vocabulary activities. I think that it is very important to establish structure and expectations for the classroom and for the work that is expected from the students. I like the “assessment cycle,” to gather evidence, interpret, reflect, and advance knowledge. They use this for homework, journals, problem solving write ups, and reflections. I like that this is a common process that students use so they always know what they are doing and not just plugging numbers into a formula. This gets the students to look at problems this way even when they don’t have to, like on a state exam. They gather what information has been given to them, interpret what it means to find the process they need to use to solve it and then reflect on whether it makes sense. As far as activities go, I can honestly never see myself as a teacher, or student for that matter, use poetry to help me understand vocabulary. I struggle too much with poetry alone that I would not be able to use it to my benefit with mathematics vocabulary. I wouldn’t know a good poem from a bad poem and I think this is how some students are. Instead of an activity like this helping them, it may cause them to struggle more.
I found this part of the book to be different from the rest of the book. In chapter nine, it was dedicated to writing poetry. Murray was inspired by Anne’s previous work by incorporating math vocabulary into her poetry. Murray decided to devote a lesson and assignment for all her students that involved math and poetry. I found this to be peculiar. I understand if students are struggling in a particular topic so changing the lesson plan will benefit them. But I think poetry can make understanding math vocabulary more difficult and the assignment will lose its purpose. Students will be focusing on if the poem flows and meets the standards of a Haiku or Tritina. Mastery of understanding these words may or may not happen.
Chapter ten puts a bow on the book as a whole. Murray says “understanding and using mathematics vocabulary to justify and describe their problem-solving exposes them to a deeper understanding of concepts as well as the important relationships between them,” (168) and I couldn’t agree more. She calls her ideas her “vocabulary program.” Students can participate in classroom activities that can also build vocabulary in the classroom. Working with partners and establishing and following structure for writing about problem solving are just a few activities that can be done. Relating problems to current culture can increase understanding like defining terms in a language students are currently comfortable with (not the dictionary definitions) using examples and illustrations. Being consistent throughout the year is important. So processing homework daily in small groups and practicing listening skills with paraphrasing and rote talking should be part of a class routine. The more often students are exposed to vocabulary in math, it will be instilled in their brain. Looking at her breakdown, her methods seem a lot more doable in a class period. As she was explaining it in the book, I was always concerned about time and how effective her assignments would be. But after reading the “readers digest version,” I better comprehend what her goals are.
I agree with many things that you both talks about.
Jacki- I also like the way that she divided up all the activities and believe that organization, consistency and structure helps you become a better teacher. Also, I think that teaching poetry through math might be difficult but as I was reading the chapter, I really felt that her students were engaged in learning and the whole process was helping them become more creative and take ownership of their learning process.
Ariel- I do agree, that these last few chapters were different from the rest of the book but very pleasant read. The chapter on assessment made me thinks about a teacher I had last semester. She was always having us do self-evaluation and assess your learning in many ways. Honestly, I didn’t realize that value of her teaching until this chapter. As Jean Stenmark summarized," the value of student’s self-evaluation as promotion, metacognition skills, ownership of learning, and independence of thought". Overall, I have to say that this was a good book to read. Since, I am still recently new to the education field, is there any books that you any of you would recommend for me to read?
Hey guys sicne we are always talking about time. Just found these website,check them out when you have a chance.
http://www.eschoolnews.com/2010/01/15/free-web-tools-can-save-time-and-effort-for-teachers/
http://www.tammyworcester.com/Tips/Tammys_Technology_Tips_for_Teachers.html
Restating the quotes Jacki and Ariel stated by Murray, “I understand mathematical relationships and concepts more deeply when I connect the signs, symbols, and words that describe them and use those connections to communicate more clearly with my students” and “understanding and using mathematics vocabulary to justify and describe their problem-solving exposes them to a deeper understanding of concepts as well as the important relationships between them” (168). The reason why I am restating these quotes is because they put such a stress on the beliefs that Murray had not only for her students but also for herself. To me, these two quotes symbolized closure. I say this because throughout the whole book Murray emphasized the importance of mathematical language and vocabulary in her classroom. Not only did she repeatedly state that this is essential, but she also incorporated examples of how to do something and of student work. She was not just a teacher or facilitator, but she too was an active learner.
The idea of having students write poems is wondrous. It is a great way to see how students express mathematical terms from all different points of view. However, how do you tell a student that their poem is wrong? Ever since grade school we are taught that poems are a form of creative writing. Poems help us see things differently and help us express what we feel. I understand that the poem activity came with structure, but what happens to that student who may not being having trouble with the math but instead with the poem strategy? A solution to this would be for my students to find a way they can express math to me in writing. I would want them to feel comfortable in their shoes while writing math and once they found that skill, then can go towards other ways to express math. Overall, I did like how Murray actually put herself in the position, realizing and mentioning the difficulty or creativeness she had with this process. She allowed students to constantly give her feedback and allowed Anne to facilitate the poem workshop. This helped students open up a little more to poems, which was Murrays intent and way to encourage poems as a form of expression.
The way Murray split up her five categories was amazing. When I saw the five categories that Murray set up, my view of classroom management differed from what she explained it to be. I thought that the classroom management section would be about the rules of the classroom and how her classroom is structured. Though, it does state what and how she wants her students to perform but most of all she lists activities that actually help “manage” her students learning and enhances vocabulary. Even though all of these categories covered each activity included in the earlier chapters, she did an outstanding job of breaking down the way she organizes her activities. I have learned so much through this book and I genuinely believe that everything she does is just a way to teach, not an add-on. There are many aspects of this book that I will carry on with me and incorporate into my classroom.
I am so glad that, despite some parts that seemed strange or challenging to you, you all persisted and thoughtfully engaged both here and in class with this book. I do think that the intent of this book parallels the class. The ideas of content literacy are not intended as an add on but a way to teach more purposefully towards understanding your content area. You got it - the big idea! : )
Post a Comment