Blog #1 - Educ 4P01

  Moving onto science in our higher level thinking in mathematics and science course, I grew to become immersed in the idea of inquiry-based learning. Near the end of our lecture we watched a video from Ralson Elementary School on their Teacher-Guided and Student-Driven learning style. Students are shown questioning if eggs or seeds are heavier, where the teachers are there to guide them throughout rather than explain to them how, why or what the answer is. Before watching this video, I had always heard from my teachers to work through and figure out my teaching philosophy, but I never connected with any of the suggested ideas and philosophies. I have been wanting to find an idea that aligned with my independence-driven approach. Watching this video really put into perspective how my ideas can be applied in the classroom. Inquiry-based education perfectly suits the teaching philosophy I want to apply in my future classroom. During my time as a gymnastics coach I tried to get my ath...

       Being a current concurrent education student with a teachable in mathematics, I am always interested and willing to learn about mathematics education. In our fourth week of my higher level thinking in mathematics and science course, we read about mathematics and had in in-class discussion about mathematical perspectives. We watched a video about how 25 divided by 5 equals 14. While watching the video, I thought it was obvious that 25/5 could not possibly equal 14. Although the video itself “proves” in a sense how it can equal 14 using long division. Even if the mathematics is flawed, in a sense, it is still proven. This leads us to question if the procedural understanding in mathematics can become limiting. I discussed with my peers during break about how procedural mathematics may be limiting to students. Not long after, professor Mawuli asked students to come up and solve a simple algebraic equation of solving for “x” where I quickly raised my hand and was n...

  This week during my EDUC 4P01 course, I learned a lot about perspectives and student challenges. The weekly reading focused on STEM learning and challenges, I began by reading about Michael a student who adored dinosaurs and knew all about them from his numerous trips to the zoo and library visits, although his kindergarten report card had no indication of his interests and capabilities, and rather focused on what he could not do like tie his own shoes (Davis et al., 2019). While reading the chapter before class, I felt discouraged for Michael, I felt as though his talents in STEM were being ignored, challenging his interest and capabilities. I felt as though, as a student, my own capabilities were missed. While I was in school I found my teachers focused on my behaviour rather than my interests and capabilities. I frequently received report cards in elementary school detailing my inability to tie my shoes, get ready fast enough or pay attention. I found myself connecting with Mi...