Exit Slip Oct 14

    Some of the biggest takeaways from the videos we watched today in class are that everyone has a different mindset and the differences between one dimensional and multidimensional math. Through discussion, I realized the importance of understanding that students who memorize methods are the lowest achieving performers, and highest achievers are the ones who discover and link the 'how' and 'why. I grew up in a traditional setting, where we would be asked to listen for most of the class time then we either do problems over and over again or do homework at home. Looking back, my classes all had low participation and a lot of us just wanted an A so they would be forced to learn. In fact, traditional learning produces underachievers and an inequitable classroom. What's more important is that students should want to learn without that incentive, and that learning shouldn't be associated with percentages or grades. Since percentages might foster a negative environment, educators can consider feedback instead. Students still need guidance for the specific material they need to improve in so in order to eliminate the anxiety and competitiveness in the classroom, students can think of feedback as a positive thing and will look forward to improve instead of feeling defeated if they didn't get an A. From my group members, I related to them when they mentioned the time that is associated with mathematicians. A lot of people have a misconception that all math teachers should be able to do math really fast but what's important to consider is that intelligence isn't related to the speed of how you do certain questions. 

    I learned that effective math tasks should give students different ways of seeing, methods, pathways and representations for the math concepts. With these kinds of math tasks, the opportunities for learning and developing a growth mindset are increased. One of the many things that resonated with me was that we need to stop teaching calculating and start teaching math.