It’s good to disagree! I
think it’s good that you are disagreeing with what you have read, but make sure
to defend it and support that disagreement. If you can support the disagreement
with any of the Reference files that I have uploaded, then that’s great. But
this support could also come from your own personal experiences, but when you
find opportunities to disagree, take the time and expand on it.
When writing the actual
reflection, you need a clear central story. What message were you trying to get
across to the reader?
To make it narrow and
focused, look for one narrative and expand on it. Whatever narrative you decide
to use, make it the entire focus of the paper. Then you might have structured
the paper like this:
– what does Fuson
and Briars say about real-world
applications involving Place value and multi-digit addition and
subtraction?
– what does multiple
representations say about real-world applications involving Place
value and multi-digit addition and subtraction?
– what do the two models
agree on, what do they disagree on?
– based on that analysis,
what do you recommend?
– What do you disagree on?
Back it up with any of the readings
– What surprised you the
most? Back it up with any of the readings
– What questions do you have
after reading the article by Fuson and Briars? Back it up with any
of the readings.
The following are the reference readings you need to
use:
Boaler, J. (1998). Open and closed mathematics:
Student experiences and understandings. Journal for research in
mathematics education, 29(1), 41-62.
Clark, R., Kirschner, P. A., & Sweller, J.
(2012). Putting students on the learning path: The case for fully guided
instruction. American Educator, 36(1), 5-11.
Huitt, W. (2011). Bloom et al.’s taxonomy of
the cognitive domain. Educational psychology interactive, 22.
Mack, N. K. (1990). Learning fractions with
understanding: Building on informal knowledge. Journal for research in
mathematics education, 21(1), 16-32.
Smith, M. S., & Stein, M. K. (1998).
Reflections on practice: Selecting and creating mathematical tasks: From
research to practice. Mathematics Teaching in the middle school, 3(5),
344-350.
Beilock,
S. L., & Willingham, D. T. (2014). Math Anxiety: Can Teachers Help Students
Reduce It? Ask the Cognitive Scientist. American educator, 38(2), 28.