Work & Discussions 4

Discussions:

Each discussion needs at least one resource

Week 1a:

Of the five areas of math disabilities mentioned in this week's readings, which do you think would be the most challenging to teach and why? Identify and describe two strategies, specific to your choice, to help students who struggle in this area.

Week 1b:

With a technology-focused generation in the classroom, should we be teaching primarily using technology or is it better to teach math through pencil and paper? Support your argument with research.

Week 2a:

Through your field experiences in this program, what strategies have you observed that have hindered or helped students to generate meaningful questions that develop their mathematical thinking? How will these observations affect your future practice?

Week 2b:

Describe how to generate questions for students while addressing a variety of levels and capabilities of mathematical thinking in an inclusion setting. Explain your choices.

Week 3a:

“We must differentiate our mindset first and our lessons second.” (Dweck, 2012).

What does this saying mean to you? In your own words, what is the difference between differentiation and tracking?

Week 3b:

Describe an experience where you have seen monitoring and adjusting of instruction that met the needs of students. What worked in this situation and how can you apply what was learned in future practice?

Week 4a:

In your field experiences for this course, what type and level of interventions have you observed with students who are struggling in mathematics? Why is it important to understand the tiers of intervention to help differentiate struggles associated with content, application, or delivery (for all content areas)?

Week 4b:

Describe a strategy that you could use if you were teaching a first grader, a third grader, and a sixth grader about geometric shapes/concepts. Explain why differentiation is important in this instance. In addition, describe a strategy that you could use if were teaching, or reinforcing, geometric concepts at the high school level (grades 9-12).

Week 5a:

In Leviticus 27:12 (New Living Translation) it says, “He will assess its value, and his assessment will be final, whether high or low.” Should a single assessment ever be a final measure of a student’s abilities? Why or why not?

Week 5b:

How can you collaborate with colleagues and families to make academic decisions for individuals with exceptionalities? How can you provide feedback and engage individuals with exceptionalities in working toward quality learning and performance?

Week 6a:

What resources and criteria might you use to locate and evaluate the usefulness and appropriateness of a math-related technology resource in a classroom? Include any helpful resources.

Week 6b:

Research suggests that computer-based mathematics programs, in addition to direct teacher instruction, lead to higher success rates for students in their math classes. What are your thoughts about the use of computer-based math programs and how they should be incorporated into the classroom to support teaching?