Personal Reflection: EDCP 342 Course.

Personal Reflection: EDCP 342 Course.

The class was my second with Dr. Susan Gerofsky. I started with her and ended up with her. I thank her for the encouragement that has seen me through. My first day, the class was at UBC Orchard Garden. The history how the garden started remains an inspiration and a great connection to nature. I could not imagine a small portion of land could feed many people as such. Many children in Africa can get fed from the vast idle school land with a well-coordinated plan as witnessed at orchard garden.  I had a chance to review lesson plan and compared it with the one used in Kenya also unit plans much known as the scheme of work in Kenyan. The difference is that the BC is more detailed. I revisited the history how I started encountering math at an early stage of life. I also managed to sign up to BCAMT, a professional math body for future references. In the Skemp article, an example of the two school teams playing with each other and the different meaning of the term football explained significant 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 mathematics 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 definite answer, the introduction of another rule is needed. The math art was a fascinating journey since I had never known all that people brought on board. Learners are free to explore further and make more discoveries as they are engaged in the activity.  Students are also able to share their own experiences and make conclusions since some numbers do not make a perfect close. The class also learned about teaching perspective inventory TPI developed by Dan Pratt, and late John Collins. The results of my TPI shows that my dominant perspectives are Transmission and Apprenticeship, and my back up is Nurturing, recessive are Social Reform and Developmental.
 It’s an excellent tool for the self-test to help teachers inform of one's philosophy. I remember NCTM and their contribution to math curriculum; mathematics content standard is five: numbers, algebra, geometry, measurement, and data. And six principle of school math’s; - that is equity, curriculum, teaching, learning, assessment, and technology. 

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