Reflection on Micro-teaching

    

     First of all, our micro teaching was not quite successful as we tried to teach the Counting Principle as well as the difference between permutation and combination in 15 minutes. Although the first example (outfit problem) was quite interesting but too simple, the second example (ice cream problem) was quite a big jump from simple permutation to combination. We have overlooked the transition of first two examples as for grade 12 students, the outfit problem is kind of no brainer; however, the ice cream (one cone with two topping) seems too rush. In the future teaching, we might consider simplify the second example to one cone with one topping, introduces one cone with two topping after. Secondly, we did run into time management issues as majority of the feedbacks stated that students felt the time is too short for us. From these two shortcomings, in our future teaching, we will carefully pace the lecture prior the actual lesson and give each chunk of lecture extra time to avoid time management issue.

     From our micro teaching, we also learnt that lesson planning requires teachers to take into account of all aspects of teaching and learning, such as mathematical maturity of all students, the complexity of the topic, use of technology and all other factors that could  impact the outcome of teaching and learning.

    Nonetheless, our hook in the micro teaching was very interesting.

      

Lesson Plan Unit on Teaching the Counting Principle

Lesson Plan Unit on Teaching the Counting Principle(by Zhi Song , Mandeep, Paramjeet)

	Content to be Covered	Time spent	Materials	Modifications
Bridges	Asking whether teacher candidates have enough outfits for the upcoming practicum	30 seconds	Paper-made outfits and ice cream cones and toppings
Learning Objective	To be able to use the  Counting Principle in everyday life
Teaching Objective	To teach grade 12 students the essence of the Counting Principle
Pretest	Ask students whether they know the Counting Principle	30 seconds
Participatory Learning	Dividing students in group of 3-4 to solve the outfit and ice-cream problems	9 minutes
Post-test	Hand out problems that relative to Counting Principle	3 minutes
Summary & Wrap-up	The restate the key component s of the Counting Principle	2 minute

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Reflection on Chapter 2-3 of Thinking Mathematically

I have found that “thinking mathematically” a very power tool of teaching and learning mathematics.
As a good and effective math teacher, one needs not only be able to solve the mathematical problems and explain to students but also needs be able to teach students to use a good problem solving strategy. As a pre-service math teacher, I often overlook the importance of good and systematic problem solving strategy. Each of the three phases -entry, attack, and review is an independent, crucial, and indispensible stage, but there are also connect to other phases, complement to one and another. However, the most important part of problem strategy is not give up when we got stuck. The students’ problem solving abilities will improve over the time if they can pick up some new mathematics insight when they got stuck.

Zero-divided or divides

In mathematics, nothing divided by zero;
But zero divides every number except zero  itself.
Where as in Physics and Chemistry,
Zeros divides electron and proton,
Zeros divides liquids and solids.
In our society,
Zero divides wealthy and poverty,
Zero divides strength and weakness,
Zero divides competence and inability.
In Cosmology,
Zero (event horizons) divide space-time and eternity,
Zeros divides singularity and infinity.
Zero, zero,
Who you are
Why are you here
Where are you coming from?
Where are you going to?
Oh, I know now…
You from the singularity, the Big Bang,the starts of the universe- your seeming infinite journey.
From infinity, you are going back to singularity, the Big Crunch- the end of the universe.
Then you start singularity – Big Bang again,
you then are heading to Big Crunch again.
Zero, Zero, you start the universe and you also end the universe!

Time writing - divide

Divide
mathematics should not be divided between conservative and progressive, it should not divide between races gender, nationals of any kind. Mathematics teaching issue should not divide between parties, between teachers and students, between teachers and parents, between teachers and school boards. However, math can be divide

zero
zero is a symbol of richness, poverty, strength, weakness of individuals and nations. Zero means nothing, also means something, depending where you put it to. Zero is a beauty, also can be augly. Zero and divide us also and unit us.

Reflection on citizenship education in the context of school mathematics

I totally agree with Elaine’s notion of mathematics education have a lot to offer on citizenship education. One of the civic skills that required for one to be a good citizen is critical thinking ability. critical thinking ability is the skill of able to conceive the complex environment, implies curiosity, skepticism, reflection, and rationality. Thus, a critical thinker will raise and explore questions about beliefs, claims, evidence, definitions, conclusions, and actions. As a teacher candidate, I will emphasis rigor, scientism, robustness, thorough understanding of the mathematical nature to promote the full development of each individual in terms of artistic awareness, personal responsibility, intelligence, sympathy, and spiritual values in my classroom .In particular, starting from a mathematical activity, guess, discovery through individual’s actively participation, and the final generalization of the theorem or gesture. This way, mathematics education can be very closely tied with citizenship education. In our school classroom, we should encourage students think critically and act independently. Consequently, when students walk out of classroom and step into the society, they are able to face any challenges. They then are able to make sound judgments and make contributions to our democratic society.