Growth and Development Reflections
Why are growth mind sets important? So many students and even adults are very discouraged by math. They label themselves as not very good at math and therefore don't push themselves. They get very stuck and limit themselves to not growing in math, because they don' believe they are capable. Yes, some are not the strongest in math and definitely have struggles, however they can still learn and push themselves to be better. That is what the growth mindset is about. Even though one may not currently be great at math or may never be extraordinary at it, doesn't mean they can't learn or improve.
My Goals as a Mathematician:
My Goals as a Mathematician:
- Make sense of problems and persevere in solving them (“I can solve difficult problems without giving up.”) My goal this semester is to grow in this area by . . . not stressing with what I’m given. I will do this by. . . talking the problems one step at time. I will be able to measure my growth in this area by . . . spending less time stressing. How quickly will it take me to just take this problem one step at a time.
- Reason abstractly and quantitatively. (“I can think about numbers in many ways.”) My goal this semester is to grow in this area by . . . to not get bogged down if I struggle to understand all the concepts and numbers being thrown at me, being a visual learner. I will do this by. . . drawing out my problems and the numbers, if needed. I won’t always need to draw them out but sometimes I know I will need to. I will be able to measure my growth in this area by . . . having more mathematical drawings in my notes and papers and if I am less frazzled going into a problem.
- Construct viable arguments and critique the reasoning of others. (“I can explain my thinking and try to understand others.”) My goal this semester is to grow in this area by . . . to be more open to other’s ideas, even if I may be write. To be more positive and not think that one is dumb simply because they don’t know the answer. I’m not this harsh in my thinking, but I can look down on those with those who I think have lower skills than me. I will do this by. . . being positive of others’ thoughts and approaches. I will be able to measure my growth in this area by . . . Not always answering the problem, but giving others chances.
- Model with mathematics. (“I can show my work in many ways.”) My goal this semester is to grow in this area by . . . I can broaden how I learn and show my work. I will do this by. . . observing how other show work and see if that helps or works for me. I will be able to measure my growth in this area by . . . compare how I used to show work to how I do now, observe and interact with more students.
- Use appropriate tools strategically. (“I can use math tools and explain why I chose them.”) My goal this semester is to grow in this area by . . . growing in my use of tools. I rely on myself and don’t use tools, whatever them may be very often. I will do this by. . . find more tools whether physical tools, on the internet or people to use. I will be able to measure my growth in this area by . . . looking at how I solve my problems and do my work, if there’s more variety in that.
- Attend to precision. (“I can work carefully and check my work.”) My goal this semester is to grow in this area by . . . I can let others check my work and not just trust myself about my work. I will do this by. . . Giving my work to others that I trust to look over my work and give me feedback. I will be able to measure my growth in this area by . . . Having had more people than just myself check my work.
- Look for and make use of structure. (“I can use what I already know to solve new problems.”) My goal this semester is to grow in this area by . . . organize my thoughts and knowledge better. I will do this by. . . writing or drawing what I know and how it will help. I will be able to measure my growth in this area by . . . not having as cluttered of a mind and having more things written/drawn out in my work/notes.
- Look for and express regularity in repeated reasoning. (“I can solve problems by looking for patterns and rules.”) My goal this semester is to grow in this area by . . . learning more patterns from others. I tend to be the one to find patterns, equations and rules and to do it quickly. I will do this by. . . pulling back and sharing the air, letting others share their thoughts and ideas, even if they may not be exactly right. I will be able to measure my growth in this area by . . . seeing myself share less and see others share more in groups and in our class, sitting back and observing more, not always having to be immediately apart of it.
Growth and Development Reflection #1
I. Reflection on My Growth as a Mathematician
1. Reflect on the “Growth and Development Goals” that you set at the beginning of this semester. Select and restate THREE goals in which you have made the most progress. Describe how you have progressed towards those goals, and what you still need to continue to work on. Be specific and use evidence to support your claims. Evidence can be anecdotes or pictures of specific assignments.
Goal #1: My goal this semester is to grow in this area by . . . not stressing with what I’m given.
How I have grown toward this goal: I think I have stepped back when learning. I don’t need to answer all the questions. I may know what we’re talking about and have a solid understanding, but others may be really lost. They are the ones that need to benefit from what being taught, they are the ones that need to learn. When a group member was chosen to go up to the board in a warm up, many times I sat back and let others go. Also, throughout this project I’ve had really good groups member who equally pull their weight. I didn’t have to worry or stress that it was all on me. I would pull back and not try to take charge. I would lead and say this is how we’re gonna do it. I would go with the flow. I may not love the idea but I’m gonna go with it. I know/knew that I did my part, I pulled my weight. I put int he needed effort. I don’t have to go above and beyond. I can do the work to the best of my abilities and that’s enough. I know that I put in a lot of work in writing the lyrics and I helped with the general idea of the video. Like each of us, I had a part in the music video. For the most part we all had an equal piece. Next came the editing process (we’re still in it). I did some editing, but another group member is doing most of that. I’m letting that go. I’ve done enough and it’s ok if this doesn’t go exactly how I want it to go.
What I still need to work on: As a group, we could have planned out the roles better. We really didn’t go by the sheet we were given. We each pitched in to input of each part. It think that could have reduced some stress. I need to not overreact or overdramatize it. I don’t do it this this super “Oh my gosh!” way where the world knows. But I do admit my stress. I need to trust that it will be ok and it will get done, maybe not perfectly or exactly like I planned or expected, but that’s ok.
Goal #2: My goal this semester is to grow in this area by . . . to be more open to other’s ideas, even if I may be write. To be more positive and not think that one is dumb simply because they don’t know the answer. I’m not this harsh in my thinking, but I can look down on those with those who I think have lower skills than me.
How I have grown toward this goal: How I incorporated in the classroom was I remember this one activity we did with a piece of paper and we were folding it according to instructions. I knew exactly how to do it, but that’s the point- it’s how you get there. I let my group member start with the paper. They really struggled with it and it took awhile for them to get it. I sat back and would encourage and nudge them a little or asked helpful questions to them. Eventually they go the end result and understood it. Also, like I’ve mentioned before, even if I don’t really love or agree with an idea my group member comes up with, I don’t need to raise my stress. I have just gone with it, knowing it’s going to be ok. THings will work out. Just because I have a different idea doesn’t mean its better. Many times I had different ideas for shots or angles or ideas for scenes. Not all of the ideas were recognized and were followed through. That’s ok, our project will still be complete and really great.
What I still need to work on: I don’t need to lower my expectations of ideas or products or the end result. I just need to hold my expectations looser. It would be the end of the world if my ideas don’t happen exactly how I thought they would. I can just go with the flow and not be as hung up on my ideas.
Goal #3: My goal this semester is to grow in this area by . . . organizing my thoughts and knowledge better.
How I have grown toward this goal: I literally organized my thoughts and knowledge better. I got a different type of binder that is an accordion style. It’s more easily and accessible. I can just slide the papers in and they won’t get crumpled as easily.
What I still need to work on: I still have trouble pushing myself to actually put my papers in the binder. I still just shove them in my bag and don’t give them much thought. I need to weekly clean out my backpack and put papers in the right section.
2. Tell me about something that has challenged you or that you didn’t understand. What did you do to work through it and understand it? How did you show grit and how did you persevere through it? What could you have done better during this time? Many of the concepts regarding adding, subtracting, multiplying and dividing fractional exponents or fractions that have exponents, especially when there’s negative invovled. It can confuse how to distribute everything and which order. Many times there can seem to be so many options for solving a math problem and it can be overwhelming. I asked around a lot and went to you for help. After practicing and messing up and having people explain it to me and repeating that process I did finally get it. I think I handled that situation pretty well, actually. I could have looked up more information which I may have. I think I used the people around me and my resources well.
3. What are you most proud of and why? Be specific and use evidence from class. I think what I’ve mentioned before about pulling back. I don’t need to prove myself. this time isn’t all for me, others need to learn and understand this better than I do. I am proud of how I interacted with my partner and letting them solve in and not going and telling them exactly how to do it. I’m proud that I didn’t take on everything in the project and try to be in control.
4. How are you feeling about math right now? What has changed about the way you view or think about math this semester? Please elaborate. I feel good about it. I don’t feel that I am being strongly challenged and pushed though. I know that is to come though and I look forward to that. I want to learn more new material. I really like the idea of incorporating real world situations such as businesses or finances into math. I liked that we have eased into it and are now really ready to keep going. I like the way we are taught. There are different methods used and a variety of tools to help us. I can follow what’s going on well and I understand what we’re talking about well. think that it’s being taught how project based math should be taught- some projects, some figuring out the concepts for yourself and some being told how to solve problems.
5. Describe how your “intelligence” has grown through your efforts in the class. I certainly have learned new information and knowledge, but that doesn’t mean you’re smart. I have learned more that people aren’t all smart in same ways do don’t look down on them because they’re smart differently than you. I have encountered people that I am really tempted to look down on and think that they don’t have much potential, specifically in math. My heart and mind has stretched and grown to realize that everyone has potential in some way. We can think that people are smart or capable if we can measure it. With some people you simply can hold them to that guideline and expectation.
6. Describe how you contributed to the learning environment in the classroom. Site examples of how you contributed to whole-class discussions and small groups discussions. Describe how this has affected your ability to learn and grow as a mathematician. I think that I have shared and contributed equally. I think I haven’t gotten better at not hogging the air. I have shared it and pushes others to think and share. By me not sharing, I think that gives room for others to share. I think a part of contributing is asking others, too. Being a facilitator is huge too, it’s important to get others’ input. I feel I have done that in our table groups. I also definitely have shared and given my input. I have explained my answers and guided people. I’ve gone up to the board and explained my warm-up problem. Not sharing as much helps me to stress less when I’m working in a group. It helps me see also that this class and just life in general isn’t all about me. There are people that really need more help and attention than I do. I need to let myself and other people be there for them, not always for me.
7. What are some things that you are wondering or are curious about beyond, but related to, some of the topics we have discussed in class? These could be questions or comments. This is something I have always wondered in math, but specifically when we learned about fractional exponents as I explained earlier. Many times, I questions what is the point of learning this? When will I ever use this? I’m very sorry that that can sound rude, they are questions that I wonder often. I don’t know if its more for brian exercises or if we will actually use it.
II. Reflection on Learning
1) What were the most significant or interesting things that you learned in the “Math 3 Bootcamp” unit? Please explain. I found the dealing with fractions and together were really interesting. I hadn’t really done that before. I liked that it was new and that it was a challenge for me. Many times in math I feel like I know most of what’s being taught and have a good understand. I was definitely confused about this concept and problems. For me it took a little while for me to get used to the problems and have a good feel for them. I usually learn things quickly. I found that its was refreshing that I go really stuck and had struggles with it. When we dealt with things like x to the 3 halves power x3/2 that was tricky for me. It was challenging that we got into the square or cube root of the exponent and fraction. We were dealing we exponents fractions, and the roots. It was a lot to take it but I enjoyed that.
2. What did you learn about Exponents, Polynomials, Rational Expressions or Linear Functions that you did not know at the beginning of the year? How could these concepts or ideas be useful to you in real life? Explain how/when you can use them. Like I mentioned before, I didn’t know or understand much about exponents. They can be confusing and overwhelming for me. I did have so previous knowledge but that area is probably when I learned the most. I’m really sorry but many times I fail to see the practical application of these concepts. I know we definitely use them- we measure great distances and masses with exponents, we multiply in many aspects of our lives therefore using polynomials and then also rational expressions, we graph much- politics, sales, growth. But I think it can be very hard for a teenager to see how these concepts are important. How will we use them now? Or what if we don’t measure the distance from Mercury to the Sun or major in politics or have our own car business? How will we use it then?
3) How comfortable do you feel about your understanding of the concepts we explored during “Math 3 Bootcamp”? Explain. What could you do to improve your understanding? I feel really good about what I learned. I understand it all and can explain it well to another. I’m definitely ready to move forward, onto new and challenging territory. I feel ready- not everything so far has been super easy, but it hasn’t killed me yet. I’ve had some bumps along the way but they’ve helped me and made me grow. I feel very comfortable in going forward now.
4) What topics would you have liked to learn more about during “Math 3 Bootcamp”?
I like the idea a lot of finances. To me that’s a huge topic that we will use the rest of our lives. The sooner we know, graphs and understand it the better. I kinda feel though that what we have learned is preparing us for that and what’s coming up ahead. Before we jump into the major topics we need some basics and background knowledge. I really want to focus on topics and concepts that we will use throughout the rest of our lives- taxes, finances, paying bills… etc.
1. Reflect on the “Growth and Development Goals” that you set at the beginning of this semester. Select and restate THREE goals in which you have made the most progress. Describe how you have progressed towards those goals, and what you still need to continue to work on. Be specific and use evidence to support your claims. Evidence can be anecdotes or pictures of specific assignments.
Goal #1: My goal this semester is to grow in this area by . . . not stressing with what I’m given.
How I have grown toward this goal: I think I have stepped back when learning. I don’t need to answer all the questions. I may know what we’re talking about and have a solid understanding, but others may be really lost. They are the ones that need to benefit from what being taught, they are the ones that need to learn. When a group member was chosen to go up to the board in a warm up, many times I sat back and let others go. Also, throughout this project I’ve had really good groups member who equally pull their weight. I didn’t have to worry or stress that it was all on me. I would pull back and not try to take charge. I would lead and say this is how we’re gonna do it. I would go with the flow. I may not love the idea but I’m gonna go with it. I know/knew that I did my part, I pulled my weight. I put int he needed effort. I don’t have to go above and beyond. I can do the work to the best of my abilities and that’s enough. I know that I put in a lot of work in writing the lyrics and I helped with the general idea of the video. Like each of us, I had a part in the music video. For the most part we all had an equal piece. Next came the editing process (we’re still in it). I did some editing, but another group member is doing most of that. I’m letting that go. I’ve done enough and it’s ok if this doesn’t go exactly how I want it to go.
What I still need to work on: As a group, we could have planned out the roles better. We really didn’t go by the sheet we were given. We each pitched in to input of each part. It think that could have reduced some stress. I need to not overreact or overdramatize it. I don’t do it this this super “Oh my gosh!” way where the world knows. But I do admit my stress. I need to trust that it will be ok and it will get done, maybe not perfectly or exactly like I planned or expected, but that’s ok.
Goal #2: My goal this semester is to grow in this area by . . . to be more open to other’s ideas, even if I may be write. To be more positive and not think that one is dumb simply because they don’t know the answer. I’m not this harsh in my thinking, but I can look down on those with those who I think have lower skills than me.
How I have grown toward this goal: How I incorporated in the classroom was I remember this one activity we did with a piece of paper and we were folding it according to instructions. I knew exactly how to do it, but that’s the point- it’s how you get there. I let my group member start with the paper. They really struggled with it and it took awhile for them to get it. I sat back and would encourage and nudge them a little or asked helpful questions to them. Eventually they go the end result and understood it. Also, like I’ve mentioned before, even if I don’t really love or agree with an idea my group member comes up with, I don’t need to raise my stress. I have just gone with it, knowing it’s going to be ok. THings will work out. Just because I have a different idea doesn’t mean its better. Many times I had different ideas for shots or angles or ideas for scenes. Not all of the ideas were recognized and were followed through. That’s ok, our project will still be complete and really great.
What I still need to work on: I don’t need to lower my expectations of ideas or products or the end result. I just need to hold my expectations looser. It would be the end of the world if my ideas don’t happen exactly how I thought they would. I can just go with the flow and not be as hung up on my ideas.
Goal #3: My goal this semester is to grow in this area by . . . organizing my thoughts and knowledge better.
How I have grown toward this goal: I literally organized my thoughts and knowledge better. I got a different type of binder that is an accordion style. It’s more easily and accessible. I can just slide the papers in and they won’t get crumpled as easily.
What I still need to work on: I still have trouble pushing myself to actually put my papers in the binder. I still just shove them in my bag and don’t give them much thought. I need to weekly clean out my backpack and put papers in the right section.
2. Tell me about something that has challenged you or that you didn’t understand. What did you do to work through it and understand it? How did you show grit and how did you persevere through it? What could you have done better during this time? Many of the concepts regarding adding, subtracting, multiplying and dividing fractional exponents or fractions that have exponents, especially when there’s negative invovled. It can confuse how to distribute everything and which order. Many times there can seem to be so many options for solving a math problem and it can be overwhelming. I asked around a lot and went to you for help. After practicing and messing up and having people explain it to me and repeating that process I did finally get it. I think I handled that situation pretty well, actually. I could have looked up more information which I may have. I think I used the people around me and my resources well.
3. What are you most proud of and why? Be specific and use evidence from class. I think what I’ve mentioned before about pulling back. I don’t need to prove myself. this time isn’t all for me, others need to learn and understand this better than I do. I am proud of how I interacted with my partner and letting them solve in and not going and telling them exactly how to do it. I’m proud that I didn’t take on everything in the project and try to be in control.
4. How are you feeling about math right now? What has changed about the way you view or think about math this semester? Please elaborate. I feel good about it. I don’t feel that I am being strongly challenged and pushed though. I know that is to come though and I look forward to that. I want to learn more new material. I really like the idea of incorporating real world situations such as businesses or finances into math. I liked that we have eased into it and are now really ready to keep going. I like the way we are taught. There are different methods used and a variety of tools to help us. I can follow what’s going on well and I understand what we’re talking about well. think that it’s being taught how project based math should be taught- some projects, some figuring out the concepts for yourself and some being told how to solve problems.
5. Describe how your “intelligence” has grown through your efforts in the class. I certainly have learned new information and knowledge, but that doesn’t mean you’re smart. I have learned more that people aren’t all smart in same ways do don’t look down on them because they’re smart differently than you. I have encountered people that I am really tempted to look down on and think that they don’t have much potential, specifically in math. My heart and mind has stretched and grown to realize that everyone has potential in some way. We can think that people are smart or capable if we can measure it. With some people you simply can hold them to that guideline and expectation.
6. Describe how you contributed to the learning environment in the classroom. Site examples of how you contributed to whole-class discussions and small groups discussions. Describe how this has affected your ability to learn and grow as a mathematician. I think that I have shared and contributed equally. I think I haven’t gotten better at not hogging the air. I have shared it and pushes others to think and share. By me not sharing, I think that gives room for others to share. I think a part of contributing is asking others, too. Being a facilitator is huge too, it’s important to get others’ input. I feel I have done that in our table groups. I also definitely have shared and given my input. I have explained my answers and guided people. I’ve gone up to the board and explained my warm-up problem. Not sharing as much helps me to stress less when I’m working in a group. It helps me see also that this class and just life in general isn’t all about me. There are people that really need more help and attention than I do. I need to let myself and other people be there for them, not always for me.
7. What are some things that you are wondering or are curious about beyond, but related to, some of the topics we have discussed in class? These could be questions or comments. This is something I have always wondered in math, but specifically when we learned about fractional exponents as I explained earlier. Many times, I questions what is the point of learning this? When will I ever use this? I’m very sorry that that can sound rude, they are questions that I wonder often. I don’t know if its more for brian exercises or if we will actually use it.
II. Reflection on Learning
1) What were the most significant or interesting things that you learned in the “Math 3 Bootcamp” unit? Please explain. I found the dealing with fractions and together were really interesting. I hadn’t really done that before. I liked that it was new and that it was a challenge for me. Many times in math I feel like I know most of what’s being taught and have a good understand. I was definitely confused about this concept and problems. For me it took a little while for me to get used to the problems and have a good feel for them. I usually learn things quickly. I found that its was refreshing that I go really stuck and had struggles with it. When we dealt with things like x to the 3 halves power x3/2 that was tricky for me. It was challenging that we got into the square or cube root of the exponent and fraction. We were dealing we exponents fractions, and the roots. It was a lot to take it but I enjoyed that.
2. What did you learn about Exponents, Polynomials, Rational Expressions or Linear Functions that you did not know at the beginning of the year? How could these concepts or ideas be useful to you in real life? Explain how/when you can use them. Like I mentioned before, I didn’t know or understand much about exponents. They can be confusing and overwhelming for me. I did have so previous knowledge but that area is probably when I learned the most. I’m really sorry but many times I fail to see the practical application of these concepts. I know we definitely use them- we measure great distances and masses with exponents, we multiply in many aspects of our lives therefore using polynomials and then also rational expressions, we graph much- politics, sales, growth. But I think it can be very hard for a teenager to see how these concepts are important. How will we use them now? Or what if we don’t measure the distance from Mercury to the Sun or major in politics or have our own car business? How will we use it then?
3) How comfortable do you feel about your understanding of the concepts we explored during “Math 3 Bootcamp”? Explain. What could you do to improve your understanding? I feel really good about what I learned. I understand it all and can explain it well to another. I’m definitely ready to move forward, onto new and challenging territory. I feel ready- not everything so far has been super easy, but it hasn’t killed me yet. I’ve had some bumps along the way but they’ve helped me and made me grow. I feel very comfortable in going forward now.
4) What topics would you have liked to learn more about during “Math 3 Bootcamp”?
I like the idea a lot of finances. To me that’s a huge topic that we will use the rest of our lives. The sooner we know, graphs and understand it the better. I kinda feel though that what we have learned is preparing us for that and what’s coming up ahead. Before we jump into the major topics we need some basics and background knowledge. I really want to focus on topics and concepts that we will use throughout the rest of our lives- taxes, finances, paying bills… etc.
Growth and Development Reflection #2
1. Reflect on the Standards of Mathematical Practice and the “Growth and Development Goals” that you set at the beginning of the year or semester. Select the goal in which you have shown the most growth. Describe exactly how you have grown. Use evidence to support your claims.
A goal I feel that I have shown the most growth in is “My goal this semester is to grow in this area by . . . to not get bogged down if I struggle to understand all the concepts and numbers being thrown at me, being a visual learner.” We’ve been doing a lot of trigonometry lately and it hasn’t always been easy. Some of the concepts or equations can be difficult to wrap our brains around. There has been where I am pretty lost and don’t have a strong sense of direction. I have not gotten stressed out or shut down in these situations. Instead, I have asked those around me for help. I have asked my teacher or peers when I have struggled or gotten a little lost. When I have gotten stuck I don’t just stop there and don’t move forward, I know that I need to do something about the situation I’m in and ask for help.
2. In which goal did you find the least growth this year? What kept you from growing in this area? What can you do differently next year?
I think the goal that I didn’t improve as much on is “My goal this semester is to grow in this area by . . . learning more patterns from others. I tend to be the one to find patterns, equations and rules and to do it quickly.” I know I definitely did learn a lot from other people, especially when we would go through problems as a whole class. There were also many times where it was hard for me to not take control. I don’t think that this was because I didn’t let others have a role or place in the project or assignment, I think it was because people in my group didn’t take action or initiative in the assignment. We would be given a task to do in a group and people really wouldn’t do it or expect me to do it. I had this mentality of “I need to do this because it’s not going to get done at the rate it’s going now.” It was definitely hard for me both ways. I didn’t want to have to take so much control of the project, but people really weren’t doing that themselves. I think what I could have done and can do in the future is to facilitate a little more and not just do it myself. I could say, “hey so and so, how do you think we could…?” or “do you have thoughts about…?” and try to get their thoughts first.
3. Describe how you contributed to the learning environment in the classroom. Site examples of how you contributed to whole-class discussions and small groups discussions. Describe how this has affected your ability to learn and grow as a mathematician?
I contributed a good amount to class and small discussions. I really enjoy having those open discussions and conversations. It’s, I think, the way I learn best in this class. I’m able to give input into a problem or concept we’re learning and that way I assure myself that I do know and understand what I’m learning, and I’m able to take away what others have to say and contribute. I am very observant and thorough. Many times when we go through a problem or concept as a class or in a smaller group, I can help point out things we overlooked or a mistake. I don’t just take people’s word for it, I really seek out the correct answer and method. This makes what I’m learning even more real and it helps me understand the concept even more if I’m correcting it, it shows I really know the content and what we’re learning.
4. What were the most significant things that you learned this semester? What did you learn about Exponential Functions, Programming, Financial Planning and Trigonometry that you did not know at the beginning of the year? How could these concepts or ideas be useful to you in real life? Explain how/when you can use them.
Something very valuable that I felt I learned was seeing how social and economic as well as moral issues can be deeply rooted in math concepts. Through the project Power and Privilege, I really took that idea away. I saw how all of the issues we looked at were really deeply connected and intertwined with each other and overlapped. I really realized that the cause for something such as residential segregation is founded in math concepts. The reason neighborhoods and different racial and income groups are separated are because they can afford different amounts for a house, and part of what they can afford is because they have to pay certain taxes. The concept of affordable housing and taxes all has to do with math and equations. This concepts of taxes and finances may not be incredibly relevant to me right this moment, but in just a few years or less they will definitely be apart of my life. I think it’s important that I have a good overview and understanding of these ideas now, not just right when I need to understand them. I now know what goes into these different concepts and feel more prepared for the future.
5. Describe how your “intelligence” has grown through your efforts in the class this year.
I think I have really seen that lots of other people can bring a lot to the table. Sometimes I have and still can have a very closed mindset towards others and their “intelligence” and what they’re capable of. I think that this year I pulled back in control and participation (in a good way), and let others share and speak up. That can be hard for me at times. It requires humility and not having everything my way at times. I think I have grown in seeing how valuable and interesting math is. Many times, I didn’t see math that way, but this year I have been more interested and passionate about learning more and understanding concepts.
6. Tell me about something that has challenged you or that you didn’t understand in the last two projects. What did you do to work through it and understand it? How did you show grit and how did you persevere through it? What could you have done better during this time?
I think something that challenged me was the programming in general and also for our Power and Privilege project. Programming is not something I can do well, I can’t wrap my mind around it well. It just doesn’t click in my head and it’s hard because I’m a visual learner/thinker. There were types when working with programming and with it for the project where I was lost on what our goal was or what we were even trying to accomplish. Then, a whole new struggle was to actually figure out to do what we needed to do. When these challenges arose, I went to peers and friends that I trusted and knew were knowledgable. For the most part they really helped and guided me through the process and didn’t just give me the answer straight away. I would also research online some answers when I was stuck. On top of those things, I would ask my teacher for help and she was always willing to help. Eventually I would get the answers and concepts down, and it would take some time and help from others.
7. What are you most proud of this semester/year and why? Be specific and use evidence if possible.
I am proud of enjoying the math that we are learning. That may sound weird or dorky, but it’s true for me. We’ve been learning a lot about trigonometry and I have been really enjoying it. It makes a lot of sense in my head, it clicks for me. When I get to this point of “it’s a challenge, but I get it,” that’s when it’s fun for me to learn and work on problems. So many times math can be what everyone hates and dreads doing. There has definitely been times in the past that I have felt that way. An trigonometry has not been easy for me, but I get it. It becomes this thing that I find enjoyable and like the challenge of it.
A goal I feel that I have shown the most growth in is “My goal this semester is to grow in this area by . . . to not get bogged down if I struggle to understand all the concepts and numbers being thrown at me, being a visual learner.” We’ve been doing a lot of trigonometry lately and it hasn’t always been easy. Some of the concepts or equations can be difficult to wrap our brains around. There has been where I am pretty lost and don’t have a strong sense of direction. I have not gotten stressed out or shut down in these situations. Instead, I have asked those around me for help. I have asked my teacher or peers when I have struggled or gotten a little lost. When I have gotten stuck I don’t just stop there and don’t move forward, I know that I need to do something about the situation I’m in and ask for help.
2. In which goal did you find the least growth this year? What kept you from growing in this area? What can you do differently next year?
I think the goal that I didn’t improve as much on is “My goal this semester is to grow in this area by . . . learning more patterns from others. I tend to be the one to find patterns, equations and rules and to do it quickly.” I know I definitely did learn a lot from other people, especially when we would go through problems as a whole class. There were also many times where it was hard for me to not take control. I don’t think that this was because I didn’t let others have a role or place in the project or assignment, I think it was because people in my group didn’t take action or initiative in the assignment. We would be given a task to do in a group and people really wouldn’t do it or expect me to do it. I had this mentality of “I need to do this because it’s not going to get done at the rate it’s going now.” It was definitely hard for me both ways. I didn’t want to have to take so much control of the project, but people really weren’t doing that themselves. I think what I could have done and can do in the future is to facilitate a little more and not just do it myself. I could say, “hey so and so, how do you think we could…?” or “do you have thoughts about…?” and try to get their thoughts first.
3. Describe how you contributed to the learning environment in the classroom. Site examples of how you contributed to whole-class discussions and small groups discussions. Describe how this has affected your ability to learn and grow as a mathematician?
I contributed a good amount to class and small discussions. I really enjoy having those open discussions and conversations. It’s, I think, the way I learn best in this class. I’m able to give input into a problem or concept we’re learning and that way I assure myself that I do know and understand what I’m learning, and I’m able to take away what others have to say and contribute. I am very observant and thorough. Many times when we go through a problem or concept as a class or in a smaller group, I can help point out things we overlooked or a mistake. I don’t just take people’s word for it, I really seek out the correct answer and method. This makes what I’m learning even more real and it helps me understand the concept even more if I’m correcting it, it shows I really know the content and what we’re learning.
4. What were the most significant things that you learned this semester? What did you learn about Exponential Functions, Programming, Financial Planning and Trigonometry that you did not know at the beginning of the year? How could these concepts or ideas be useful to you in real life? Explain how/when you can use them.
Something very valuable that I felt I learned was seeing how social and economic as well as moral issues can be deeply rooted in math concepts. Through the project Power and Privilege, I really took that idea away. I saw how all of the issues we looked at were really deeply connected and intertwined with each other and overlapped. I really realized that the cause for something such as residential segregation is founded in math concepts. The reason neighborhoods and different racial and income groups are separated are because they can afford different amounts for a house, and part of what they can afford is because they have to pay certain taxes. The concept of affordable housing and taxes all has to do with math and equations. This concepts of taxes and finances may not be incredibly relevant to me right this moment, but in just a few years or less they will definitely be apart of my life. I think it’s important that I have a good overview and understanding of these ideas now, not just right when I need to understand them. I now know what goes into these different concepts and feel more prepared for the future.
5. Describe how your “intelligence” has grown through your efforts in the class this year.
I think I have really seen that lots of other people can bring a lot to the table. Sometimes I have and still can have a very closed mindset towards others and their “intelligence” and what they’re capable of. I think that this year I pulled back in control and participation (in a good way), and let others share and speak up. That can be hard for me at times. It requires humility and not having everything my way at times. I think I have grown in seeing how valuable and interesting math is. Many times, I didn’t see math that way, but this year I have been more interested and passionate about learning more and understanding concepts.
6. Tell me about something that has challenged you or that you didn’t understand in the last two projects. What did you do to work through it and understand it? How did you show grit and how did you persevere through it? What could you have done better during this time?
I think something that challenged me was the programming in general and also for our Power and Privilege project. Programming is not something I can do well, I can’t wrap my mind around it well. It just doesn’t click in my head and it’s hard because I’m a visual learner/thinker. There were types when working with programming and with it for the project where I was lost on what our goal was or what we were even trying to accomplish. Then, a whole new struggle was to actually figure out to do what we needed to do. When these challenges arose, I went to peers and friends that I trusted and knew were knowledgable. For the most part they really helped and guided me through the process and didn’t just give me the answer straight away. I would also research online some answers when I was stuck. On top of those things, I would ask my teacher for help and she was always willing to help. Eventually I would get the answers and concepts down, and it would take some time and help from others.
7. What are you most proud of this semester/year and why? Be specific and use evidence if possible.
I am proud of enjoying the math that we are learning. That may sound weird or dorky, but it’s true for me. We’ve been learning a lot about trigonometry and I have been really enjoying it. It makes a lot of sense in my head, it clicks for me. When I get to this point of “it’s a challenge, but I get it,” that’s when it’s fun for me to learn and work on problems. So many times math can be what everyone hates and dreads doing. There has definitely been times in the past that I have felt that way. An trigonometry has not been easy for me, but I get it. It becomes this thing that I find enjoyable and like the challenge of it.