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Domain B

Throughout my education experience Ive learned that being a math teacher is


exhilarating and provides numerous opportunities for interacting with students and
contributing in their developmental growth. These include how to handle Common Core
Curriculum and the steps a teacher will use. First, I learned that the math teacher has to
know the material, and then align with sequences to connect the dots together in such a
way so every student can learn. Third, using lessons plans and activities in accordance
with the teaching standards and the sequence we set it up. Forth, I learned how to prepare
the assessment.
Hence in dimension 3:Skills in planning, I provided a unit of three lesson plans that
covers The Volume of the 3-D objects for the eighth graders as part of their curriculum
during my student teaching. In this learning segment I show my skills in planning
demonstrating how I used the Do Know, Spiral Back Activities, and Prime Regency time
to teach the new concept and stimulate interests to the students. Doing so, I tried
motivating and increasing students understanding. In every lesson, I used spiral back
method building their knowledge to a more concrete level by posing more every day
problem situations. For the lessons 1, 2, 3 I used scaffolding strategy, followed with
visual aids, oral, written and digital materials to reinforce the math concept and mostly,
motivate the students who need more support. Dimension 4 _ Skills in teaching I used
the Primary Regency time to begin the concept of the new lesson. When working with
Dilation, students need to know about the rule of the Dilation. I preferred that students
had a real hand on practice by working on group of fours to complete their classwork analyzing the coordinates in order to find the relationship between the coordinates of the

pre-image and image, and the scale factor. After 15 minutes of group work, the students
choose their one voice speaker to answer their classwork problem. After that, I engaged
my students into more creative and logical activity, creating their web word in
blackboard.
For Dimension 6 I provided an Informative Assessment using the Depth of Knowledge
Level 2 for the challenge. Also, I implemented the analysis where students had to use the
constructed response in explaining which line segment on the graph was the steepest, the
least steep and which part had the greatest rate of change and which part had the least rate
of change. As I noticed while assessing , it is important for students in math classes to
absorb the topic and it is not fair to move as a teacher on to the next lesson in the hope
that they will be able to understand that one. Assessment allowed me to testing student's
knowledge on how to calculate the rate of change (behavior) of a linear function from a
graph or a table.
Another important skill is promoting a positive environment within the class period. I am
always pro to the student centered approach which I provided in the Dimension 6 of my
portfolio. My intention is to interact in the lesson as many students as possible. In this
way, I encouraged a positive collaboration with students that promotes efficiency, respect,
warm vibe or a good atmosphere between me as a teacher and them as students.
I aimed to conduct lessons that address differentiation and teach through modeling. I did
try the classwork activity for all students who worked in groups using differentiation,
mixing both advanced and struggling students. In this specific worksheet I posed
questions relevant to real life situations implemented in math questions in a way that
would be a successful answer for the struggling learners to answer as well.

There is such a vast amount of research, many theories and actual practice in the
classroom that I learned and studied specifically during the Adolescent Math Program at
Hunter College. Heather Hill is one of my contemporary favorite math researchers that I
liked to pay attention personally and tried to practice her theory during my teaching time.
She cites: When teachers enter the workforce, their education is far from complete. The
first years of teaching are themselves powerful instructors, as teachers gain familiarity
with the students, materials and content that they teach. (111). Hills research theory
consists on how far a teacher is knowledgeable of her math curriculum. She says: MKT
instrument measures the extent to which a teacher is familiar with the mathematical
concepts necessary to teach mathematics.
By knowing that, I am inspired and responsible as a new future teacher to measure my
knowledge of mathematics in the content curricula, use of mathematics with students, and
also the ability to teach mathematics rightfully for all my students. According to this
research theory, the MKT measure raises the bar for me as a new teacher by validating
the amount of accurate guidance, scaffolding and practice I implement about new math
concepts for struggling or advanced learners.

Reference
II. Hill, H.C., Blunk, M. Charalambous, C., Lewis, J., Phelps, G. C. Sleep, L. & Ball,
D.L. (2008). Mathematical Knowledge for Teaching and the Mathematical Quality of
Instruction: An Exploratory Study. Cognition and Instruction, 26, 430-511