I thought I knew a lot about FNMI history and beliefs, but now I realize how wrong I was. As I’ve learned more about the first peoples of Canada I have grown a profound respect and admiration of them. It wasn’t until I read the “ Exploring the Ethical Standard for the Teaching Profession through Anishinaabe Art ” resource that I truly realized my lack of knowledge. The piece of art for the ethical standard of care has a drastically different meaning then the one I interpreted. My interpretation was that we need to care for all people (referring to the elderly people on the sides), but in reality those people are caring for the story that is being conveyed by the teacher in the middle. Before that, I didn’t realize the importance of the story, and I knew about the oral history traditions but never applied that knowledge. This resource is phenomenal, and definitely worth a look since it provides a FNMI perspective on the teaching profession. The Ethical Standard of Care. Artis...
This week we continued with our number sense and numeration discussions but focused on operations involving integers (specifically: addition/subtraction and multiplication/division which leads into discussions around BEDMAS and perfect squares/square roots). In terms of building up to discussions around perfect squares/square roots it's important to lay a solid foundation. The diagram below demonstrates what an integer is , and it's important to spend time with moving around the number line (i.e. adding/subtracting both positive/negative integers). Below, there is an image of a number line; all whole numbers (both positive and negative) are integers. Begin by adding/subtracting whole numbers along the number line. For example, -3 + 2 = -1. NCS Pearson (2015). Integers [Online Image]. Retrieved from http://bit.ly/1LfGsfj. Once students have a good understanding of what integers are and how to work with them, you can move on to multiplication/division (again using the n...
One of my biggest pet-peeves is when teachers test the speed student's can complete a math problem. Being fast at math has nothing to do with how well someone knows math. For example, I consider myself fairly competent at math and I enjoy solving math problems. However, I don't have my times tables memorized and it takes me time to solve questions. I find that whenever I'm tested on speed and compared to my peers I get really stressed and completely shut down. This is a great concept to both encourage students to realize as well as practice (i.e. don't have timed activities and/or tests). Another great point that was raised this week was a discussion around making mistakes. According to research, when students make mistakes in math more synapsis in the brain fire and allow the brain to grow. Below is a video that summarizes this concept.
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