Another “Big Idea” that was emphasized throughout the course is that math is not “one size fits all.” This can be expressed by “choosing a representation to illustrate a mathematical point” in the syllabus. Each student learns differently, approaches problems uniquely, and has individual strategies to practice math processes/ communicate their understandings. Thus, it is important to remember that each student will have different experiences when learning mathematical concepts and will communicate their learning in various ways.

In class, we did an activity with visualization. This was an “aha” moment for me because it was incredible to see how each person approached the problem differently. The question asked us to divide a cake into 6 equal sections. We used different coloured pens to show how the cake can be divided. After drawing the diagram, everyone shared their pictures. We all used different colours and had different strategies to divide the cake. This activity truly showed that mathematical understandings can be demonstrated in distinct ways by each student. With this in mind, it is crucial to remember that math must be taught to fit individual needs as well! Here are a couple of possible ways I chose to separate the cake. After looking at my diagrams, how might you have divided the cake?

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Throughout the term, we also looked at different ways math understandings can be communicated. It is important to open up various ways for students to demonstrate their understandings, since math is not “one size fits all.” Being able to effectively communicate mathematical concepts is important to support one’s reasoning and demonstrate that they understand the concepts. However, math communication can be displayed in various ways. For instance, a teacher may require a student to demonstrate their understanding of division by using the process of long division. However, this form of communication may not match a students’ learning style and therefore, they will not be able to effectively demonstrate their understandings. So, opening up other forms of communication, such as uses diagrams or manipulatives, will allow students to share their ideas in a way that makes sense to them. Here are some examples of how a student may demonstrate division:

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It is critical to be aware of the fact that learning, understanding, and communicating math is different for each student. To teach math effectively, teachers must be aware of this “Big Idea” and provide various ways to approach problems so students can share their knowledge in a way that makes sense to them. This idea was highlighted throughout the term and it is really helpful to know for my role as a future educator!

I would love to include a quote similar to this one in my future classroom. When teaching math, it is so important to emphasize this approach to solving the problem is only one way to solve it, not the only way. Always approach the problem in a way that makes sense to you!