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ACADEMIC MASTER’S PORTFOLIO Monta 1

Mathematics Statement

The Learning Goal contains a Mathematics section. The project selected to represent this

goal is a set of First Grade Math Lessons that was used to instruct the students during their

Response to Intervention (RTI) time. Throughout the Ketchikan Gateway Borough School

District (KGBSD), the Common Core math curriculum is provided by EnVision with structured

lessons and predetermined instructional pace. During the mathematics practicum course, I

observed where the students were lacking confidence in a section and created three review

sessions to prepare the students to move on in the math curriculum.

Mathematics presents a challenge to many students, as well as some educators,

“Math is perceived as difficult and boring, and prone to failure during the very first years of

formal education. The source of the difficulties and lack of interest is a result of the current

teaching methods” (Saied, 2018). Even though designated curriculum is set in most school

districts, aiding students in their personal struggles is where educators can focus additional

instruction.

An educator’s mathematic pedagogy and prior experiences influence the way that support

can be delivered to students. “Working with teachers to help them learn how to effectively teach

math to young children, as well as to become math proficient could help minimize the negativity

toward the subject, increase positivity, and help them to feel more efficacious about the subject

matter” (Looney, Perry & Steck, 2017). To increase the students understanding in number order

and number lines, the lessons provided examples and practice problems in interesting and

relatable topics. Capturing students’ attention was a tool to have the students become interested

in the number line activities. The students were more willing to do the activity if it involved

pirates and Halloween themes.


ACADEMIC MASTER’S PORTFOLIO Monta 2

The EnVision curriculum provides some activities for educators and students to

participate in while the lessons are being taught, but most of the material is paper based studying.

The students in this practicum course were able to learn easier through hands on activities. “Math

content is usually identified with rigid rules, terms and principles and sometimes the pupils are

required to remember rules, principals, terms, ways to find solutions, comparison, relationships,

math statements, and formulas without understanding them” (Saied, 2018). My RTI lessons were

designed to get the students out of the funk of working with paper based lessons. The second

lesson had the students playing a game with cards that I prepared.

I have worked in RTI before and have seen some of the issues that students struggle with.

My intention is to assist students in the classroom before there is a need for RTI intervention. “A

useful tool in understanding and supporting the development of children's mathematical

reasoning is a math learning trajectory. There are learning trajectories for mathematics at all age

levels, from birth throughout the school years, and for learning all kinds of content - from

specific math concepts such as number and operations to specific science concepts like

understanding electricity” (Sarama & Clements, 2009). I enjoy working with younger students as

I get the chance to let the students explore and begin the life-long adventure of mathematics.

The Common Core structured mathematics curriculum provides a strict procedure for

educators to ensure that students get through the material. Students and educators have strengths

and weaknesses in mathematics, but determining the weaknesses for both can provide a learning

opportunity that will open the world of mathematics. Understanding the fundamentals and

essence of mathematics is far more important for students and educators, than the repetitive

monotonous number crunching. The RTI additional lessons were created to solidify key

information that would a stepping-stone for future mathematical understanding.


ACADEMIC MASTER’S PORTFOLIO Monta 3

References

Looney, L., Perry, D., & Steck, A. (2017). Turning Negatives into Positives: The Role of an

Instructional Math Course on Preservice Teachers’ Math Beliefs. Education, 138(1), 27–

40. Retrieved from

https://egan.ezproxy.uas.alaska.edu/login?url=http://search.ebscohost.com/login.aspx?dir

ect=true&db=aph&AN=125376916&site=eds-live

Saied Bishara. (2018). Active and traditional teaching, self-image, and motivation in learning

math among pupils with learning disabilities. Cogent Education, Vol 5, Iss 1 (2018), (1).

https://doi-org.ezproxy.uas.alaska.edu/10.1080/2331186X.2018.1436123

Sarama, J. & Clements D.H. (2009). Teaching Math in the Primary Grades: The Learning

Trajectories Approach. YC Young Children, 64(2), 63. Retrieved from

https://egan.ezproxy.uas.alaska.edu/login?url=http://search.ebscohost.com/login.aspx?dir

ect=true&db=edsjsr&AN=edsjsr.42730409&site=eds-live