Alternative Methods for the Future

  We are now in week 3 of math class. What a ride it has been thus far. In class, we discussed the importance of encouraging teachers to use alternative algorithms. In math we use algorithms as a particular procedure or step to get our students to follow to preform calculations. Traditionally, teachers would show their students one way to calculate a formula or a math problem and then move on with the unit. The problem with this is that, not every student can relate to that particular way of teaching. Every student has a preferred way of learning and giving them one option to complete as task could be setting some students up for failure. Therefore, I believe that it is important to give students more variety and different ways to complete a math problem so that they have options and that way; they all have the opportunity to succeed in math. The curriculum has evolved since I was in elementary school and this new strategy of providing students with alternative algorithms is great. I wish that I could have had the opportunity to learn this way because I believe that I could have been a lot stronger in math then I currently am.

  In class this week we also looked at algorithms for adding and subtracting whole numbers. I was amazed to learn that there were actually additional methods of adding and subtracting numbers. Its funny because I was completely oblivious to the fact that basic math such as addition and subtraction could be taught in more ways than one and this is mostly due to the fact that growing up, I was only taught one way to formulate equations in school. In our class, we learned how to add and subtract using skip counting. I think that this alternative method of adding and subtracting is great because it not only gives students a different way to learn and understand the concepts of these processes but it also potentially provides students with a simpler way to calculate equations. For example, traditionally when subtracting whole numbers, we were taught to use borrowing. Many students have difficulty with the concept of borrowing and in my opinion it is not the best way of teaching subtraction and it is just one example of a method of teaching that has worked for some but will not work for everyone. The Image below displays an example of using skip counting to add: If a student has to add 168 to 332 they can place 168 on a line and turn 332 into 300 +30+2 when adding it to 168. Such as 168+300 =468 +30=498+2=500. See image below:

   As educators we should be committed to providing our students with alternative algorithms so that they don’t have a false belief that there is “ only one way” to Add, subtract, multiply, and divide. With math scores and proficiency plummeting across the country there is a need for educators to provide students with the proper tools for success so that they can flourish in the future. Here is an interesting alternative algorithm video :)

Welcome!

On the first day of class we introduced ourselves and talked about our previous experiences in Math, so I figured that I would start my welcome blog the same way. My name is Kevin Delov-Rogoza and my previous experience in math has been somewhat of an unpleasant one. I wouldn’t say that I hate math, there have just been points in my academic career where I have struggled with certain concepts and there have also been times where I have excelled. To sum up my Math experience I would say that my proficiency in math has been a roller coaster ride. Looking back on it, I can say that my struggles in math were not because I was lazy or uninterested. At times, my struggles were a result of the lack of availability for extra help and I also believe that I would have benefit more from the constructivist approach teachers are taking to teach math today.

            I do not want to put the blame on the teachers or the education system but sometimes students are unfortunately put in classes with over thirty students and there is not much of chance for teachers to help those that may require some additional support. Tutoring is an option but for some it may be too expensive to pay for math assistance. Therefore, I believe that it is imperative that schools have extra support services for students that may need additional assistance or that little push to get them in the right direction. Over the years my proficiency in math has slowly progressed with practice, patience, and confidence.

After the first class, I feel a lot more confident about teaching math. We learned that there have been changes to the Ontario Curriculum and students are now being educated with more of a cooperative approach in educating them and providing them with open-ended math questions so that students are able to cooperatively work on the problems. This will stimulate the student’s minds because they are going to ask questions and want to inquire to get a better understanding of the particular problem. It provides students with differentiated methods of learning so they are able actually understand the processes and steps to figure out a math problem and not just simple input a number into a calculator like the old way that students were taught.

Teachers are now teaching students to have a growth mindset and I believe that this is extremely important for the success of many young minds. It used to be okay for students to have fixed mindsets when it came to math. We would often hear many students say “ I’m not good at math” or “I hate math” and this would sometimes be openly accept by teachers, suggesting that maybe this student isn’t good at math? I would argue that as a teacher, I am responsible to install a growth mindset into my students. Suggesting that their abilities can be developed and improved upon through dedication and hard work.  I am looking forward to entering the minds of students and helping them develop into individuals with math mindsets!