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.  

Reflection on Battleground Schools: Mathematics Education

From the book “Battleground Schools: Mathematics education,” I agree with the author on some of the assumptions of mathematics and have seen some of these in my own education. I think there is a misconception that “Math is hard, cold, distant and inhuman” (p392). Many people think math is about memorization, remembering the formula and questions. However, the most important skills I hope students can learn are critical thinking, reasoning and logical thinking skills. And I am very happy to see our curriculum moving in this direction, emphasizing more on problem solving and relating math to other subjects and the real world. The traditional lecturing style may cause the students to think that “those who like mathematics are (generally male) eggheads, nerds, absent-minded professors and mad scientists, unable to cope with the wold of human interactions…” (p392). However, as we implement more hands-on activities and relating math to real life, students will be more engaged in classes and hopefully be more inspired and see more significance in learning math.

Another common attitude towards math is that “there is no shame, and lots of positive social valuation, for those who claim to be incapable of doing and understand mathematics” (p 392). I feel a lot of students are discouraged when they get stuck in math, and there is lack of support from friends and family to help them and encourage them. I think it is extremely important to help students build confidence in math, for example complimenting when they do well, and providing support so that students do not feel alone in any challenges. Lack of support and enthusiasm from the teacher, friends and family will hinder students’ potential and their interest in math. Interest inspires students to inquire, and I believe that is how we can clear the misconceptions.