MATHEMATICS REFLECTIVE - Term Paper Example

Especially in the realm of mathematics, a field perceived by a lot of people as exigent and demanding, it requires a lot of innovative and creative thinking on the part of educators to provide ways and means to make this subject a more rewarding course to teach in the elementary school setting. In this regard, the essay aims to proffer a reflection that synthesizes the major concepts addressed in this course. Likewise the following concerns would be addressed, to wit: (1) a summary of the major mathematical concepts of this course; (2) an explanation of how the concepts learned in this course are relevant to the characteristics of a professional mathematics teacher; and (3) a determination of how the course concepts have influenced one’s own ideas and philosophy of teaching. . The topics on Algebraic Thinking and Problem Solving, Number Theory and Rational Numbers, as well as their applications are crucial in improving skills in applying critical analysis and developing structured patterns that assisted in enhancing problem solving skills.

The final topic on Mathematical Connections were most stimulating and thought-provoking as it provided the opportunity to navigate various Web links to heighten one’s awareness on the vast amounts of information that teachers can access and avail on the topic of mathematical concepts and applications. Through this module, one was reminded that there are qualities and characteristics that must be observed and adhered to by teachers to be classified and categorized as belonging to the professional level.

Link of the Concepts to the Development of a Professional Mathematics Teacher Consistent with the Mathematics Professional Development Brief published by the National Council of Teachers of Mathematics (NCTM), the course modules are required to achieve four critical goals that would assist in development of traits and characteristics needed by teachers to professionalize their field of endeavor. These goals focus on developing: “(1) teachers’ mathematical knowledge and capacity to connect it to practice; (2) teachers’ capacity to notice, analyze and respond to student thinking; (3) the beliefs and dispositions that foster teachers’ continued learning; and (4) collegial relationships and learning structures that can support and sustain teachers’ learning” (NCTM, 2011, par. 19). Further, and concurrently significant, the discourse emphasized that “three