EDUC 5313: Week 3 Blog

As a Math Interventionist, a part of my role is to help students regain confidence in math. Chapter 5 of "How People Learn II" resonates with what I see daily. It's about how people build, organize, and use knowledge to make sense of things. For me, this means understanding how my students reason through math problems, not just if they get answers correct.

The first big idea that stood out to me is knowledge integration. Learning doesn’t happen in pieces but through connecting new ideas to prior knowledge. Because of this, I strive to design lessons that connect math to real life. For example, I might use actual store receipts and shopping discounts to teach concepts such as percentages, taxes, and tips. When students see how math applies to their world, it becomes more meaningful.

The next major point is about expertise and bias. As students start to get math, they also start forming habits and preferred strategies. That’s great, but sometimes it means they get stuck on one way of thinking. I’ve had students refuse to try new methods because the older ones feel safer, even if they don’t always work. The chapter reminded me of the importance of helping students stay flexible and curious. We often have “what strategy could we use?” conversations in my class. I want them to question their thinking and explore alternative approaches, rather than just memorizing one way to solve a problem.

The third big takeaway for me is about learning strategies that build reasoning. The book discusses techniques that are particularly effective for math, such as retrieval practice (having students recall facts without notes), spaced practice (revisiting a topic over time), and self-explanation (discussing their thinking aloud). These strategies help my students transition from short-term memory to a deeper understanding. When they can explain why a strategy works instead of just repeating steps, I know real learning is happening.

All of this connects beautifully with Gura’s idea of a creative learning environment. Gura says that creativity grows when students explore and experiment. Creativity in math doesn’t always mean giving projects. It can also mean thinking in new ways and trying different strategies. I try to create a classroom where mistakes are an integral part of the learning process. Digital tools, such as virtual manipulatives or interactive whiteboards, allow my students to test ideas and visualize math in ways that make it less intimidating and more hands-on.

Ultimately, all of this aligns perfectly with the ISTE Standard for Students: Innovative Designer. This standard focuses on students using technology to explore and design solutions for real-world problems. When my students use math apps or digital tools to create graphs, test equations, or design models, they’re not just following instructions but reasoning, experimenting, and building confidence.

 In summary, Chapter 5 reminded me that my job isn’t just to fill in gaps; it’s to help students think like mathematicians. This means encouraging them to think critically, reflect on their ideas, and use their creativity to solve challenges. When they start believing that they can figure things out on their own, that’s when learning really happens.

References: 

Gura, M. (2020). Fostering student creativity. In EdTech Digest: The state of the arts, creativity, and technology 2020 – A guide for educators and parents (p. 7).

Rivero, V. (2020). A whole new class of art. In EdTech Digest: The state of the arts, creativity, and technology 2020 – A guide for educators and parents (pp. 12–20).

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. The National Academies Press. https://doi.org/10.17226/24783

ISTE. (2017). ISTE standards for educators. https://www.iste.org/standards/for-educators

ISTE. (2024). ISTE standards for students.  https://iste.org/standards/students