NCTM Article Reflection
Artifact Description
I am a member of the National Council of Teachers of Mathematics (NCTM). In the Fall of 2012, I reviewed an article from the NCTM magazine, Mathematics Teacher for my Curriculum and Instruction 403: Teaching Diverse High School Students course. Being a member of NCTM grants me access to magazine articles from publications of previous years, allowing me to utilize the articles as a resource in keeping me informed about current instruction and helping me in developing more meaningful lesson plans. While browsing through the articles from Mathematics Teacher, an article written by Oistein Gjovik really caught my attention, titled: “Flying with the Bird Tetrahdron: An origami activity can lead to rich tasks in several branches of mathematics.” The artifact provides a synopsis and my reflection from reading the article as I reflect on what this knowledge means for me as a teacher, what questions am I still grappling with in regards to implementation and the interest of the students, and how may I apply it in the classroom.
Satisfying the Standard (9E, 9G)
Through being an NCTM member and writing a reflection on an article from the Mathematics Teacher, I demonstrate and meet the standard by participating in a professional organization to enhance my personal growth and development. In particular, through being a member, I have the access and opportunity to read, reflect and even implement classroom practices and techniques from resources by experienced mathematics teachers. Reading articles published by NCTM allows me to not only keep myself informed in researched mathematics education topics but also adopt and brainstorm for new ideas. In addition, through reflecting on how I may implement an origami activity in my math class to open mathematical discussions, I demonstrate being cognizant of my emerging and developed leadership skills and the applicability of those skills within a variety of learning communities. In particular, I plan to apply hands-on activities such as origami to deepen student understanding and open mathematical discussions. In learning how origami can help unpack a number of mathematical concepts including geometry, algebra, and combinatorics, I plan to incorporate multiple representations to cater the needs of diverse learners.
Professional Development
In my professional development, I believe part of teaching requires one to be a continual learner. Reading the NCTM articles from Mathematics Teacher and drawing mathematical connections from researched information will equip me in presenting information in meaningful ways for my students. For one, I place myself in the shoes of a student while reading this article by unpacking mathematical concepts and drawing connections while maintaining a teacher's mindset, asking myself how might I want to implement this in my classroom. I will apply my knowledge of this standard as a classroom teacher by being active in NCTM through keeping up to date with the latest teaching techniques and practices and also advocate for students and mathematics education. NCTM provides a unique opportunity for me to engage in discussions and practices among experienced teachers to develop as a professional. In order to do so, I plan to model this by showcasing my professionalism and leadership role through sharing ideas and outcomes to others in the teaching community which will carry on in the classroom.
I am a member of the National Council of Teachers of Mathematics (NCTM). In the Fall of 2012, I reviewed an article from the NCTM magazine, Mathematics Teacher for my Curriculum and Instruction 403: Teaching Diverse High School Students course. Being a member of NCTM grants me access to magazine articles from publications of previous years, allowing me to utilize the articles as a resource in keeping me informed about current instruction and helping me in developing more meaningful lesson plans. While browsing through the articles from Mathematics Teacher, an article written by Oistein Gjovik really caught my attention, titled: “Flying with the Bird Tetrahdron: An origami activity can lead to rich tasks in several branches of mathematics.” The artifact provides a synopsis and my reflection from reading the article as I reflect on what this knowledge means for me as a teacher, what questions am I still grappling with in regards to implementation and the interest of the students, and how may I apply it in the classroom.
Satisfying the Standard (9E, 9G)
Through being an NCTM member and writing a reflection on an article from the Mathematics Teacher, I demonstrate and meet the standard by participating in a professional organization to enhance my personal growth and development. In particular, through being a member, I have the access and opportunity to read, reflect and even implement classroom practices and techniques from resources by experienced mathematics teachers. Reading articles published by NCTM allows me to not only keep myself informed in researched mathematics education topics but also adopt and brainstorm for new ideas. In addition, through reflecting on how I may implement an origami activity in my math class to open mathematical discussions, I demonstrate being cognizant of my emerging and developed leadership skills and the applicability of those skills within a variety of learning communities. In particular, I plan to apply hands-on activities such as origami to deepen student understanding and open mathematical discussions. In learning how origami can help unpack a number of mathematical concepts including geometry, algebra, and combinatorics, I plan to incorporate multiple representations to cater the needs of diverse learners.
Professional Development
In my professional development, I believe part of teaching requires one to be a continual learner. Reading the NCTM articles from Mathematics Teacher and drawing mathematical connections from researched information will equip me in presenting information in meaningful ways for my students. For one, I place myself in the shoes of a student while reading this article by unpacking mathematical concepts and drawing connections while maintaining a teacher's mindset, asking myself how might I want to implement this in my classroom. I will apply my knowledge of this standard as a classroom teacher by being active in NCTM through keeping up to date with the latest teaching techniques and practices and also advocate for students and mathematics education. NCTM provides a unique opportunity for me to engage in discussions and practices among experienced teachers to develop as a professional. In order to do so, I plan to model this by showcasing my professionalism and leadership role through sharing ideas and outcomes to others in the teaching community which will carry on in the classroom.
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