Edmu 524 week 6 journal PDF

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Week 6 journal response ...

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After reading Chapter 19 in Elementary and Middle School Mathematics by Karp, Bay-Williams and Wray, I learned about the five levels of Van Hiele’s Levels of Geometric Thinking. These five levels are; level 0-visualization, level 1-analysis, level 2informal deduction, level 3-deduction, and level 4- rigor. In the first level, visualization, students should be able to describe shapes based on their appearance. In the next level of analysis, students should be able to describe shapes based on their properties. In the third level of informal deduction, students should be able to recognize the importance of properties and use that knowledge to properly order the properties of the shapes. In the level of deduction, students should be able to prove theorems deductively and develop logical reasoning abilities. In the final level of rigor, students should be able to establish and analyze theorems in different postulation systems (507). Two activities that I could implore to help students master level three of Van Hiele’s theory, of deduction, could be activities focusing on teaching the students logic and using task cards that help students understand writing conditional statements and related conditionals and finding counterexample. I could also focus on writing proofs and using a two-column geometric proof graph that allows students to write their statement in one column and their justification in the other column, this allows students to stay organized and have something to refer back to. I could also use task cards that have different proof problems on them and ask students to say what law they would use to solve the solution and why. After reading Chapter 19 and watching the video on non-standard units of measurement, How to Measure Length- An Introduction to Non-Standard Units by Kids Educational Videos, it became apparent that the use of non-standard units engage students in learning the importance of accuracy and precision by allowing students to work with manipulatives that are familiar and engaging to them, something that they use every day, and working in small steps to allow students to gain an understanding of measurement. By working with students to show them how to come to an understanding such as we call this length or the longest goes at the top and the smallest at the bottom, allows students to work through their thought process without someone just telling them the answer, and at the same time they are able to visualize what they are learning as well. I could use non-standard measurement to scaffold my instruction for English language learner students or students who are more than one grade level behind academically by creating activities that involve more real world application and concepts that the students can easily relate to rather than giving them assignments that are abstract and foreign to them like just giving them numbers or images on a page and asking them to solve the problems. One fun activity could be measuring items around the classroom, and also giving pictures of those items on the worksheet. For example the worksheet has an image of a pencil and the word (pencil) written above it and then a little ruler image and the word (measurement), with the teachers help and working in pairs, this could be a good activity for students that could be either made easier or more complex based on the students learning abilities.

A., V. D., Karp, K., Bay-Williams, J. M., Wray, J. A., & Brown, E. T. (2019). Elementary and middle school mathematics: Teaching developmentally. NY, NY: Pearson....