Reflection for Chapter 8, 9, and 10

The more I learn, the more I realize how much I don't know.
Albert Einstein
Einstein, referencing the enlightenment of the Oracle to
Socrates, suggests something very counter-intuitive. How can one
know less if they are becoming more informed? Well I have finally
come to understand this statement in regards to the world of
Mathematics. I did not come to any specific revelations to teaching
and learning in any of the chapters, rather, have come to realize how
much is at play during any aspect of Mathematics. The more I read,
the more overwhelmed I became with the thought of teaching
Mathematics. I have always been good at math, so I figured I should
probably teach it. My foundations of which I have based my knowledge
on have cracked, and I am not sure I understand much of the world of
Mathematics. Essentially, I am only adept in carrying out a series of
logical progressions to end up at a conclusion. Though, in reality, I
probably draw upon many of these elements that each chapter
discusses unknowingly throughout my lessons; however, I remain no
longer ignorant to the complexity that exists in the most simple of
computations.
While the above may seem unwelcoming, I have managed to
discover a few things. At the early stages of Mathematics, we should
be focusing on quantity and subitizing. These are both crucial tools
students will form a basis of understanding on. As educators, we
should help promote subitizing by first showing the variety of patterns
dots can be made, as well as differentiate patterns with colour to give
students the best possible success rate. As noticed from my PSI
experience, it is very difficult to verbalize numbers and counting.
Often times students struggled to formulate words to their

understanding (especially in numbers above 12), but were quick to

point towards the right answer if it was laid out in front of them.
Teachers should focus on teaching numbers much like the alphabet.
Furthermore, it is absolutely crucial for teachers to focus on
developing number sense, for this is the top predictor of school
success, above all other cognitive learning processes. To do so,
Mathematic teachers concentrate much of their energy in developing
mastery of basic facts. This is not merely memorizing, rather, relying
on the ability of reasoning strategies to solve problems. It is far too
difficult to remember addition/subtraction and multiplication/division
tables, there just is too many numbers, too inflexible to transfer to
other uses, and, above all, an inappropriate use of application. We
often think that drilling students to master there tables can achieve
this, however, it can be a real problem for students whom suffer from
anxiety and, ultimately, undermine their own interests.
I believe there is an extreme importance for Mathematic
teachers to show, and discuss the many different types of reasoning
that can be involved with any problem. For example, a grade 2
teacher could write the equation: 2+5+6 on the board and ask
students to solve the equation. Once completed, write or show how
they were able to solve it. Afterwards, the teacher could lead a
discussion with the classroom the variety of ways students answered
the question. One may say that they added 2 to 5, then 3 to make 10,
and another 3 to arrive at the conclusion. The teacher would ask if any
other students solved it differently. And, so on and so forth. This tactic
not only solidifies students in their own reasoning capabilities, but also,
shows how their peers attempt to solve like problems. As a result,
students can be able to reflect upon their own work, thus, achieving a
mastery of basic facts.