Category Archives: Discovering Mathematics

Stand and Deliver!

Stand and Deliver

For this TDT we were asked to watch the film Stand and Deliver, which I had never heard of. We were then to answer the question – Why is Jaime Escalante different?

There were many reasons why I think he is different.

  1. The first thing that I noticed in the film is that he has a positive attitude towards learning. In the film, others seem to believe that gaining an education is not always a good thing but he believes that his students can all do well if they try hard at school. I feel that this made him different in the film because not all of the other characters shared the same opinion.
  2. It appears in the film that the other teachers do not care for the students as much as he does and that he makes their learning more interesting by using different situations that the students appeal to which makes the learning more relevant and appealing to these students. He also goes above and beyond, unlike other teachers, as he starts to take the class early in the mornings, later at nights and on Saturdays. This shows that he is committed and unlike any other teachers in this film.
  3. One student in Mr Escalante’s class gets a job and explains that he is going to leave and not take the class on a Saturday morning. He takes the student out for a drive in the car and explains to him that it is important to stay in school as it can provide them with more opportunities in life.

Mr Escalante – “You only see the turn; you don’t see the road ahead.”

  1. Mr Escalante is portrayed as being different as sometimes he has a different method of gaining the attention of his students. He says to one student, “you wouldn’t want anyone thinking you’re intelligent, would you?” This seems to gain the attention of the student. He also speaks to the students in quite an unconventional way when he says, “it’s not that they’re stupid, it’s just they don’t know anything”

Overall, I feel that the main reason that Jaime Escalante is different is because he has a different teaching method from all of the others, has a strong opinion on education and goes above and beyond to help his students learn.

If I was to have a maths teacher like Mr Escalate, I would have enjoyed maths more in high school and not be so frightened of it now.

Image result for stand and deliver

Mental maths! 1, 2, 3… GO!!

In today’s input the class were learning about mental maths. Today’s learning intention was that we were learning:

  • What is meant by ‘mental mathematics’ and its purpose in raising standards
  • To identify a range of mental strategies
  • About the need to develop confidence and competence in learners through teaching a range of strategies
  • To critically reflect on the appropriateness and use of resources available in schools

and the success criteria was:

We will be able to:

  • Define ‘mental mathematics’
  • Name, demonstrate and teach a range of mental strategies
  • Identify appropriate resources to support the teaching of a variety of mental strategies

The first thing that was given to us was a worksheet with a number of different sums on it. It was explained that we had to work out all of these sums in 60 seconds and I was already very nervous about this task. I then read which stated, “In the following simple arithmetic problems a (+) sign means to multiply, a (-) sign means to divide, a (x) sign means to subtract and a (÷) means to add.” This made me feel even more anxious about completely the task, especially in

The 60 second test!

The 60 second test!

60 seconds! The sheet had two rows of 20 problems which we had to solve in which I started to answer them in the order that they were given. After the time was up, I only managed to complete 9 of the problems which I was extremely disappointed about. In a class discussion, other students in the class explained that they did not work out the problems in the same order as I had. Someone mentioned that they tried to work out the problems that the same rule was applied to. For example, solving all of the division problems first. If I had used this method it could have resulted in being able to solve more of the problems. When I saw that others in the class had used the same method as I had and they were unable to complete the sheet, it made boosted my confidence. It showed me that I wasn’t the only person in the class who was unable to solve all of the problems in 60 seconds. I feel that this task has boosted my confidence in maths.

We were shown a number of different resources that could be used in a maths lesson. In groups, the class discussed how these resources could be used and experiments with them. These included:

First and Second Levels (CfE)

  • Number Lines
  • Show me boards
  • 100 square
  • Swinging mascot/ball/apple
  • Patilla stick
  • Empty number line(E.N.L.)
  • Digit cards
  • Flash cards
  • Place value arrow cards
  • Relate to inverse of the tables
  • Chain (or loop) cards (variety of topics) ‘I am…Who is…?’ cards

All of these resources that were shown in this input were extremely interesting to see and use. It has shown me that maths can be more fun that I had originally thought. Since going to these maths input, my attitude towards the subject has completely changed and I am extremely excited about teaching maths in class!