# Reflection On Teaching Mathematics

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For the most part, I usually teach math the way I was taught. Throughout this course, I have been exposed to several new strategies, concepts and principles that have opened up a totally new experience and possibilities for me. I believe that one of the most fundamental principles I have learned is that multiple strategies do not confuse students what they do is to offer the students more options to choose from thus cultivating fluency. I currently teach grade six and have been for the past three years. By the time students get to me, they would have already been set in their way of doing math so instead of introducing new strategies, I would continue to build on what they already know and are used to. Interestingly, this course has shattered…show more content…
According to Tomlinson and McTighe (2006) teachers can differentiate content, process and product. I can choose to differentiate instruction by introducing my students to an array of strategies. I have also learned the significance of concepts such as remainders and rounding and estimation. Prior to this course, I have not really paid any real attention to their significance. For example, I taught my students how to round decimals but after this course, I realize that I fell short in helping them to understand why they round and how they can transfer this skill into their everyday lives. Additionally, I have not stressed enough how important estimation is. Since this course, I now require my students to make an estimation before they attack any problem. For example, in the past if I gave students 3.45 x 12.3 some who has difficulty with the decimal point may give their answer as 424.35. Now, because I have taught them the skill of estimation, they can look at the whole numbers 3 and 12 and pick up right away that 12 x 3 cannot give an answer of 424.35 so they are forced to redo the…show more content…
Some students may feel that I am asking them to unlearn what they have learned over the years. They may also feel that an introduction to new strategies may confuse them and that they would be better off sticking to what they know. Once I am able to get pass these barriers, I should be able to get my students revved up and accepting. When I plan for my lessons this week, I will be incorporating long division strategies with the hope that I will get little opposition because several of my students struggle with their multiplication facts. I also want to use more real-world problems that model more multiplication and division situations. I have already implemented the expanded notation method for multi-digit multiplication. This was well accepted and the students felt that it is a low-stress approach since it doesn’t rely on their memory of the multiplication table. By the end of this week, I will also introduce students to the partial product strategy and this is another strategy that doesn’t place any real emphasis on memorization of the multiplication