Exit Slip: SNAP Math Fair

I realized that there were a wide range of topics presented by students at the Math Fair. Students were asked to choose any artifacts in the museum and create their own problems or revise the problems given to them by their teacher. I think it was a good way for presenters and participants not only to learn cultures and history but also to improve mathematical/ logical reasoning. All students seemed excited about explaining their problem to me and helping me solve their problem. From the participant’s point of view, I could clearly see what was working well and what wasn’t. Most of the math problems were presented on display boards with backstory, hints, and solutions. Moreover, at each station, there was something tangible to help participants understand problems better. Especially when I had to remember the order to find the answer, I found it helpful to have something to write on to keep track of numbers. Over all, I enjoyed participating in problems and realized that Math Fair would be very helpful in boosting student’s self-confidence and their familiarity with numbers and math.

Reflection: The Math Fair Booklet

Yes, I would run a SNAP Math Fair in my practicum high school. I strongly believe that it is a great way to develop students’ creative/ cooperative skills and confidence level by making their own problems and sharing their thoughts with others. While trying out each other’s problems, both presenters and participants will gain self-confidence by explaining how to solve problems and giving suggestions. Moreover, while creating math problems, students also can improve their logical/ mathematical reasoning skills. Since Math Fair is intended to develop problem-solving skills, it allows students to solve challenging problems, which promotes critical thinking. Therefore, I would like to help students overcome math anxiety throughout Math Fair event because it is non-competitive and builds self-confidence, which is the most important factor in learning.

If I can imagine doing so, I would probably have in-house version first in my class, so students have opportunities to look at other’s problems and share their opinions with others. Then, I will ask another math teacher if she can let her students participate the Math Fair my class is holding. After the event for about an hour and half, I will make my students write some pros and cons of their problems they have found during the Math Fair. This is because it makes students reflect on their own math problems and apply a broad range of ideas for creating problems.

Reflection on Battleground Schools: Mathematics Education

Reform movements in mathematics education have constantly emerged over the past 100 years in North America. In the early 1900s, the progressivist views of the mathematics education changed the way mathematics had been taught in class. According to John Dewey, mathematics is more than just getting correct answers. Rather, it is about thinking deeply as part of inquiry learning, which makes students question why they use particular procedures and how they get answers to the  problems. However, the New Math curriculum was introduced in 1960s, but it failed eventually since new math topics were not ideal for K-12 students as many teachers and parents did not understand why new topics including university mathematics were taught. Then, NCTM standards were introduced in 1990s. Indeed, if there is any better way to help students learn better, I believe that new education movement should be developed. As a future math teacher, I understand that I should be a progressivist. Not just delivering math lessons, I should make sure that I motivate students to wonder about learning, which they could link to real life situations. Moreover, I should be able to adjust/ implement instructional strategies/ pedagogy to cope with the new curriculum. Although I have to follow curriculum, instead of having to cover many topics in a given time, it will be better if I can help students understand less materials more in depth. 

Reflection on Microteaching Experience

Through microteaching in class today, I clearly realized my strengths and weaknesses. At first when I made a lesson plan, I was worried I wouldn't be able to finish my presentation on time, because it seemed impossible to me to explain all the important steps/tips of making Kimchi. However, I finished teaching within the time limit, which I believed would be hard, so I was good at managing my time. Since it was hard for me to make Kimchi with actual ingredients in class, I used pictures of ingredients instead. I think that I was able to introduce interesting activities to engage my group members in learning such as filling in the blanks or putting pictures/sentence strips in order. I think that students learn better when they have something visible or tangible that promotes creative thinking. Moreover, I think that I had a good opening that I was able to get the attention of my group members when I got started with pictures of different types of Kimchi, which only two of them could guess.

However, I still need to work more on time management, which I believe would be the hardest when I start my practicum. Although I stayed within my time limit when I was presenting, I spoke fast and couldn’t answer all questions to keep track of my time. Instead of speaking fast, I should have reduced some of the activities I created, so I would have had more time to spend answering the questions. I think that teaching is not just about introducing as many ideas/activities as possible. Rather, it involves helping students become aware of the importance/purpose of the activities they do in class in order to motivate and encourage them to understand better. Also, I think that closing would have been better if I brought new ideas/questions at the end of the activities for students to think about. Over all, I enjoyed learning from others as well as teaching others.

Lesson Plan: Individual Micro Teaching

Lesson Plan: Individual Micro Teaching
Topic	How to make Kimchi
Objectives	Know how to make Kimchi, a traditional Korean fermented cabbage. Understand Kimchi making is not hard. Know roles of fermentation in Kimchi and healthy benefits of Kimchi.
Materials	PowerPoint Presentation Pictures of ingredients (Each bundle for myself & 4 students) Pictures of directions Sentence strips on directions
Opening (1 min)	(1 min) Show photos of different types of Kimchi.             Ask students what photos represent.             Explain healthy benefits of Kimchi.             (Vitamin A, B, C, and Lactobacillus bacteria)
Body (8 min)	(3 min) Show pictures of ingredients.              Explain directions along with pictures of ingredients.
	<Activities>
	(2 min) Fill in the Blanks. (Answer with appropriate pictures of ingredients)
	(1 min) Put the pictures of directions in order.
Assessment	(2 min) Put sentence strips on directions in order.
Closing (1 min)	(1 min) Explain roles of fermentation in Kimchi.

Estimated Volume of the Giant Soup Can

         First, I measured the height of the bike in the photo from the bottom of the wheel to the handlebars. It has a height of about 5.5cm. Then, I measured the diameter of the water tank in the picture. It has a diameter of about 10.5cm. Then, I measured the height of an actual bike that looks the same size. Then, I found that it has a height of about 104cm if I measure it from the bottom of the wheel to the handlebars. Also, I measured the actual Campbells Soup can (540mL) in the refrigerator. It has a height of about 10.5cm and diameter of about 5.5cm.

         Using a ratio, I found the estimated diameter of the water tank.
diameter of the water tank in the photo : height of the bike in the photo = estimated diameter of the water tank : height of the actual bike of a similar size
-> 10.5cm : 5.5cm = x : 104cm -> x = 198.545cm = estimated diameter of the water tank

         Since the tank was in exactly the same proportions as a soup can, I found the estimated height of the water tank using a ratio as follows.
estimated diameter of the water tank : estimated height of the water tank = diameter of the actual soup can : height of the actual soup can
-> 198.545cm : y = 8.5cm : 11.5cm -> y = 268.620cm = estimated height of the water tank

         Therefore, the estimated volume of the water tank = area of the base * height = (estimated radius of the water tank)^2* π*estimated height of the water tank = (198.545/2)^2* π*268.620 = 8316606.156 cm^3 = 8316606.156 mL = 8316.606 L = 8.317 m^3 = 2197 gal

Two Imaginary Letters from My Future Students

Dear Ms. Jeon,

Hi. How have you been doing so far? You always supported me. When I first immigrated to Canada, I felt very frustrated because everything was new to me. However, my favourite class was math subject because you were my teacher. There was one time I couldn’t finish all the exam problems because I couldn’t understand word problems. However, you explained them step by step through drawings, so I was able to understand better and get better grades on my next test. I knew you had extra time with not only me but other students like me who were behind in class. Still, I felt very special. Moreover, I liked how you taught in class because you were loud enough for me to hear even from the back of the class. Also, I really liked your math problems, because I found them beneficial! Indeed, values from the graphs you have shown us in class were very helpful in understanding facts about social issues. Thank you. Bye.

Reflection: I hope to speak clearly and loudly enough so that every student in my class can hear me from anywhere. I believe that as a teacher, it's important to make sure that the messages are clearly delivered to students. In addition, I hope to take extra care of the students struggling with math, so I can prove that mathematics is actually fun, not boring!

Dear Ms. Jeon,

Hi. How have you been these days? Although I was a top student in your math class, I didn’t like math much. Most of the time, you seemed to be in a hurry when you taught us, because you spoke fast. That made me feel like I was in a hurry as well, and I wished that I had more time to finish my activities. Sometimes, you hurt my feelings because you did not seem to treat everyone in the class equally. Even when you asked us to put our hands up to answer your questions, you let other students answer, but not me. I don’t know if you still remember, but there was one time I did not do my homework, and I told you I was sick. However, I could still do my homework, but I didn’t do it, because I just wanted to get your attention. After all, I was able to catch up with the class soon because I realized how much you loved me. Thank you. Bye. 

Reflection: I will always try to treat everyone in my class equally, but I am worried if some high achieving students feel differently, because they might think I help struggling students only or give them less chances to answer in the class. I will always make sure to give all the students in my class equal attention.