Hewitt reading reflection

Hewitt describes something as arbitrary if the information must be told by others and “without someone else, the knowledge would not exist for us.” Hewitt describes things that are necessary as things that can be worked out, things that does not need to be informed.  I think there should be different steps and levels in a lesson. First I would start with giving students arbitrary information or new information they never learned, then I would show them examples, and lastly let them try the problems on their own. I think it depends on the topic, sometimes I might let them start the exploration first then teach and show examples. I think it is important to show examples, even though it may be necessary knowledge that they may be able to figure out. Due to time constraint and various levels in the class, giving students a step-by-step solution might be the most efficient way.  For the struggling students, it is much easier for them to have a recipe to follow. For the advanced students I will have challenge problems to promote high level thinking. Most importantly, I want to give student enough time to try problems on their own and ask questions. I think students really understand the concept and understand the necessary knowledge when they try it themselves. It is important to find the right balance of how much arbitrary information and how much necessary information the teacher should give to make a smooth and productive lesson.

SNAP Math Fair reflection (at MOA)

        At the SNAP math fair, I visited many different stations and had a chance to interact with the students. I am surprised by how well the projects are put together. I think relating the problem to an artifact in the museum made the project more meaningful and engaging for the students to do. I also like how there is a visual or hands-on object to help the audience understand. I find students are very proud of their projects and they work very hard to put it together.

This math fair also gave me ideas of how I can implement this in my classroom. I think working in pairs is important. Students help each other and are less nervous when presenting it. Giving students clear instructions is also very important. The assignment is very well planned by the teacher. The students were giving math problem first, asked to relate and rewrite the problem to an artifact, and create a poster with hints and solutions for the audience. It is an excellent assignment that is student centered and promotes inquiry-based learning.

SNAP Math Fair Reflection (Reading)

I am in the IB program and I can imagine running a SNAP Math fair in my practicum high school. Students in IB must complete an internal assessment that is worth 20 percent of their mark. The internal assessment is a 6 to 12 page essay, student choose their own topic and explore on their own. The process involves collecting their own data, inquiry and problem solving on their own. After students hand in their essay, it will be marked by the teacher and also send in to the IB examiner to mark. However, students rarely have a chance to share the results with their peers. Having a Math fair can be a great way for students to share their work, rather than just treat it as an assignment to complete. All IB students are required to do the internal assessment so it is an all-inclusive and non-competitive event for everyone.

Choosing a topic is often hard for students, taking students to science world, space center, museums, and aquarium can help students find their interest and pick a topic that really interests them. Having it like a math fair is more engaging than just having presentations in the classroom. Students can walk around, use their time freely and focus deeper on topic that interest them. Having posters and pictures can help the students explain their topic. Some adaptations can be made for this Math fair. Because the essay can be every long and complicated, the audience might have a hard time to follow. Students can focus on one aspect of their essay to put on the poster, or simplify their question so that others can understand quicker. The audience may not be able to solve the research question, so it will be better to have guiding questions that evoke questions and discussions.