Unofficial Transcript
Artifact Description:
This artifact is a list of the mathematics and education courses I have taken at the University of Illinois to fulfill my Mathematics major and Secondary Education Minor. I have organized the courses into three categories: Mathematics Courses, Noyce Seminar, and Education courses. In seminar, part of the Noyce scholarship program that I am in, we discuss about our professional development as math teachers by focusing on the mathematics, how the mathematics can be creatively applied in the classroom, and most importantly, our future students.
Satisfying the Standard (Indicators: 2B, 2E, 2F )
Contrary to other mathematics education programs that usually separate the Mathematics major from the secondary education program, the program at the University of Illinois requires future high school teachers to major in their content area. As a result, going through the program, I not only have a deeper understanding in the mathematics that I will teach but also am qualified to hold other positions that require a strong mathematical background. By taking the list of mathematics courses for my content area and the education courses , I demonstrate understanding of major concepts, assumptions, debates, and principles. Furthermore, through my Curriculum and Instruction (CI) courses, I understand how diverse student characteristics and abilities affect processes of inquiry and influence patterns of learning as teaching with multiple representations is continually highlighted. Through multiple representations, we learn how to differentiate our instruction to best fit the needs of all students by applying technologies such as Geogebra, Smartboard, and TI-Nspire Calculators. These CI courses have equipped me in knowing how to access the tools and knowledge related to the latest findings and technology in mathematics. In addition to my mathematics courses and education courses, Noyce Seminar has provided many opportunities for me as well as other preservice mathematics teachers in the Noyce program. In particular, from Noyce Seminar, we have sessions with a model mathematics teacher from Whitney Young High School to discuss about the mathematics and how to make mathematical connections in discussions among students in a problem-based classroom. We also hold deeper discussions about issues of inequity in the mathematics classroom, take part in an after school math club with middle school students to engage in creative "hidden" mathematics from logic games and puzzles, and attend the Metropolitan Mathematics Club of Chicago Conference.
Professional Development
I believe that part of teaching mathematics requires teachers to have a solid conceptual understanding of the material that they are teaching. All of the upper level mathematics courses I took covered proofs and required students to not only understand and rewrite proofs but also apply the idea to concrete examples. Mathematics is a connected and fluid subject, yet it is often structured and unfortunately taught in a way that such connections and fluidity are not seen by the students. It is my hope that as a teacher, I will be able to take advantage of the conceptual understanding, knowledge, and experience I have gained from the courses I have taken at the university to present information to my students in a meaningful and connected manner--and even provide students the opportunity to uncover some of these connections on their own with some guidance on my part through scaffolding.
This artifact is a list of the mathematics and education courses I have taken at the University of Illinois to fulfill my Mathematics major and Secondary Education Minor. I have organized the courses into three categories: Mathematics Courses, Noyce Seminar, and Education courses. In seminar, part of the Noyce scholarship program that I am in, we discuss about our professional development as math teachers by focusing on the mathematics, how the mathematics can be creatively applied in the classroom, and most importantly, our future students.
Satisfying the Standard (Indicators: 2B, 2E, 2F )
Contrary to other mathematics education programs that usually separate the Mathematics major from the secondary education program, the program at the University of Illinois requires future high school teachers to major in their content area. As a result, going through the program, I not only have a deeper understanding in the mathematics that I will teach but also am qualified to hold other positions that require a strong mathematical background. By taking the list of mathematics courses for my content area and the education courses , I demonstrate understanding of major concepts, assumptions, debates, and principles. Furthermore, through my Curriculum and Instruction (CI) courses, I understand how diverse student characteristics and abilities affect processes of inquiry and influence patterns of learning as teaching with multiple representations is continually highlighted. Through multiple representations, we learn how to differentiate our instruction to best fit the needs of all students by applying technologies such as Geogebra, Smartboard, and TI-Nspire Calculators. These CI courses have equipped me in knowing how to access the tools and knowledge related to the latest findings and technology in mathematics. In addition to my mathematics courses and education courses, Noyce Seminar has provided many opportunities for me as well as other preservice mathematics teachers in the Noyce program. In particular, from Noyce Seminar, we have sessions with a model mathematics teacher from Whitney Young High School to discuss about the mathematics and how to make mathematical connections in discussions among students in a problem-based classroom. We also hold deeper discussions about issues of inequity in the mathematics classroom, take part in an after school math club with middle school students to engage in creative "hidden" mathematics from logic games and puzzles, and attend the Metropolitan Mathematics Club of Chicago Conference.
Professional Development
I believe that part of teaching mathematics requires teachers to have a solid conceptual understanding of the material that they are teaching. All of the upper level mathematics courses I took covered proofs and required students to not only understand and rewrite proofs but also apply the idea to concrete examples. Mathematics is a connected and fluid subject, yet it is often structured and unfortunately taught in a way that such connections and fluidity are not seen by the students. It is my hope that as a teacher, I will be able to take advantage of the conceptual understanding, knowledge, and experience I have gained from the courses I have taken at the university to present information to my students in a meaningful and connected manner--and even provide students the opportunity to uncover some of these connections on their own with some guidance on my part through scaffolding.
Go back to Standard Two