Math for Elementary Teachers Essay

math for simple-minded Teachers II is the second leave in a two constituent series. The numerical concepts that were foc mathematical functiond on throughout the second part of mathematics for primary(a) Teachers were on measurement, geometry, probability, and selective information analysis. Just like part one of Math for Elementary Teachers, part two in any case address the relationship of the scat concepts to the National Council of Teachers of math Standards for K-8 instruction. The first two hebdomads of this course, the master(prenominal) concepts that were explored was data analysis and probability.When nurture intimately data analysis, A Problem work Approach to Mathematics for Elementary School Teachers taught students that data analysis is the measures of Central Tendency, Statistics, and Variation. During data analysis students also reviewed that different ways data can be presented bar graphs, mountain graphs, line graphs, or scatter p business deals. Probabi lity taught theorem and tree diagrams/geometry probabilities. Both of these mathematical concepts were cover throughout chapters 9 and 10 of A Problem Solving Approach to Mathematics for Elementary School Teachers.The mathematical concepts covered during week three and four was trigger to Geometry. During these two weeks, the concepts of geometry that were covered were angles, basic notation, geometry in three dimensions, and polygons. These mathematical concepts of geometry were covered throughout chapter 11. Mathematical concepts covered during week five and six was Applications of Geometry. During these two weeks, the main concepts of application of geometry that were taught were rotational symmetry, lines of symmetry, kindred triangles, similar igures, lines and bilinear equations, tessellation patterns, translations, rotations, reflections, and glide reflections. These mathematical concepts of Applications of Geometry were covered throughout chapters 12 and 14. Mathematical concepts covered during week seven and eight was Applications of quantity. During these two weeks, the main concepts of application of measurement that were covered were areas of polygons and circles, distance formula, equation of a circle, linear measure, mass, Pythagorean theorem, surface areas, temperature, and volume.These mathematical concepts of Applications of Measurement were covered throughout chapter 13. The concepts well-educated throughout this course are relevant to the characteristics of a professional mathematics teacher establish transfer of the National Council of Teachers of Mathematics (NCTM) Standards. Based off the lessons for Data epitome and Probability, Introduction to Geometry, Applications of Geometry, and Applications of Measurement in this course and under(a) the NCTM standards the curriculum meets the expectations that the National Council required professional mathematic teachers to have.The curriculum of Data Analysis and Probability in this cours e meets NCTM standards and expectations by represent data employ concrete objects, pictures, and graphs, collect data utilize observations, surveys, and experiments, represent data employ tables and graphs such as a line plots, bar graphs, and line graphs, signalise parts of the data and the lay out of data as a only to particularize what the data show, and describe the shape and important features of a set of data and compare related data sets (The National Council of Teachers of Mathematics, 2012).The curriculum for Introduction to Geometry and Applications of Geometry in this course meets NCTM standards and expectation by recognize, name, build, draw, compare, and sort two-and-three dimensional shapes, bring out the distance between points along horizontal and vertical lines of a devise system, and predict and describe the results of sliding, flipping, and turning two-dimensional shapes (The National Council of Teachers of Mathematics, 2012).The curriculum for Applicatio ns of Measurement in this course meets NCTM standards and expectation by recognize the attributes of length, volume, weight, area and time, rede the need for measuring with standard units, develop strategies for estimating the perimeters, areas, and volumes of irregular shapes, and develop strategies to determine the surface areas and volumes of rectangular solids (The National Council of Teachers of Mathematics, 2012).When starting the first part of Math for Elementary Teachers, the idea that I had in mind was that these two courses were freeing to be virtuall(a)y learning the basic mathematical concepts, counting, adding, subtracting, and learning shapes. However, at once that I have completed the first part of Math for Elementary Teachers and am getting ready to the last week of the second part, my ideas and ism about teaching elementary students mathematical concepts changed.Teaching elementary children about Data Analysis and Probability, Geometry, and Applications of Measu rement can become overwhelming for spring chicken children because these are concepts that they gave never learned about. Elementary children are used to catch the basic mathematical concepts. I believe that when it is time to start learning about other mathematical concepts it is important to make learning recreation for the younger children.I will stand my philosophy of adjusting the lesson plans to create playfulness hands on activities that will help my students learn and remember all the different mathematical concepts. I also believe that it is important to go that extra mile to provide students with the best mathematical education in that respect is and by getting the parents involved to help students at home by suggesting different websites or by sending home activity books.I can honestly say, that the recommended changes to the practice of mathematics that have been instruction based off my experiences in both Mat for Elementary Teachers I and Math for Elementary Teach ers II is that these two courses should be longer than nine weeks long. in that respect is so much information that needs to be learned, and for a lot of students that are taking these courses it has been many years since they have learned these concepts. other issue that I was not pleased with was at the start of this course having to take MyMathLab Orientation again. With these being a two part family and having to use MyMathLab during the first part of this course, it seemed pointless having to do another taste for MyMathLab, but then again m most students should know how to use MyMathLab seeing as thy have other courses that require them to use MyMathLab. In total with the entire math course that are required for an think degree in Elementary Education 36 weeks is spent using MyMathLab.