James OTIENO's EDCP 342

Spiroleteral activity We chose John Critchett work in algorithmic digital art. In my mathematics learning experience, I had not come across Spiro laterals, so it came as excitement and fun to search more about it and find what it is.   I realize that it is a spiraled, structured designs based on a repeated series of commands using lengths and angles.   Creating Spiro lateral math art involves the construction of graphs to teach patterns and sequence.   Spiro laterals range from very basic to elaborate, depending on the angle used and some models.   I found out that, the simplest Spiro lateral is a square using its right angle's turn with a 1,1,1,1centimetre number sequence.   I have since realized that it’s such an excellent tool for making children love mathematics and enhance numbers and operation skills. In the algorithmic digital artwork, we had chosen, the given formula of 2x(mod 7) in the first design could not create and complete design using t...

I experienced the concept of quantity so early in life since I lived in the urban center and whenever I went to the village, my playmates would want to hide my marbles. I kept on counting them when I left them in custody of anybody.When I joined the school, I came to differentiate subjects in grade three that the teacher liked learners good in mathematics and this made me develop the interest in mathematics.  There was a one top class teacher who was so strict and feared not respected but was a maths teacher; I can remember taking his part in a role play with friends. The teacher was always smartly dressed, I liked him and became friends when I got to his class. I disliked the way he would give us tests every Friday, first lessons and then reshuffle sitting arrangements in three rows A, B, and C. Later on the rows was named the alive, sick and dead.

My first stop is the realization that there are two ways of understanding mathematics. The reason why the emphasis in the Current mathematics reform movements endorses inquiry-based, guided on the side by instruction grounded in constructivist pedagogy, is intertwined to the relational understanding of mathematics content. The example of the two school teams playing with each other and the different meaning of the term football explained important paradigm shift to math instructional approach. The other case requires a further clarity but can only come from the self-confident learner as many do avoid asking and ends with the notion that maths is complicated. “What is the area of a field 20 cm by 15 yards?” The reply was: “300 square centimeters”. He asked: “Why not 300 square yards?” for a clear answer, the introduction of another rule is needed. The second STOP is the fact that instrumental mathematics is in place due to circumstances such as congestion of the syllabuses, examinations...