Journal #4

After researching and talking to my mentor, I decided on a plan for tutoring.   For my impact activity, I decided that I would give the student a pre and post test.  The test will include math problems so I know their starting level, and then I will ask how they feel when it comes to factoring.  By starting off with a pre-test, I can personally see the type of method the student prefers to use, as well as how comfortable they are with the technique.  The pre-test will determine how I will modify my tutoring technique.  After assessing them, I will teach them the basic structure of factoring trinomials.  I believe that by teaching them a few key techniques, I will able to familiarize the student and make them more comfortable.  To make sure that they understand the techniques, I will go through sample problems with them, going through each step, and explaining when necessary.  I feel that this will give them an opportunity to make sure they understand it fully.  After going through that process, I will give them a post-assessment with similar problems from the pre-test, and the same question of: How comfortable are you with factoring?  

Journal #3

Through my work with Project Icarus, I decided to adjust my essential question.  As I went deeper into my project, I realized that I wanted to know how it was possible to get a student to understand a concept, especially in math, since as a student, I know that not all student’s minds “click” with numbers and equations.  After speaking with my peers and fellow classmates, I realized that some techniques, no matter how many times you attempt to explain it, would never make sense.  After hearing that and talking with Mr. Mukina, I learned that I, as the “mentor” should know of various techniques to solve equations, that way, if  the student doesn’t understand one technique, I can try to get through to them in another way.   Mr. Mukina explained to me that he’s learned that one the best ways to go about teaching a technique is to do an example, have the students do an example, then go through a class “stretch” (or more difficult) problem.   After analyzing his advice further, I realized that I would be working more one-on-one with the students as I would be tutoring, as opposed to teaching an entire class.  To fully understand how students feel they learned best, I asked a few students for their opinions.  For example, when I asked Kimi Crabtree, an 8^th grade student at Punahou School, she replied that she likes it when she can learn techniques along the way, so that she doesn't go in the wrong direction.  Kristen Kunimura, a sophomore at Moanlua High School, agrees as well.  She said, “I would rather be able to ask questions along the way.”  So, while I am planning to incorporate Mr. Mukina’s advice and methods, I also plan to alter them based on what I have learned while asking students what works best for them.  

PI Journal #2

Ever since I learned to multiply, divide, and evaluate, math has been a passion of mine.   For this project, I decided to take my passion a step further and share it with others.  I understand that not everyone clicks with math.  And for some people, an equation is just a jumble of random letters and numbers.  And, while I’d love if everyone had the same passion for math that I do, that is not my goal.  My goal is help others understand math, and what it can do.

Through my research, I’ve realized that teaching math is completely different concept from doing math.  It’s like having to show and explain your work on a test, rather than just choosing A, B, or C, for a multiple-choice problem.  By consulting with Mr. Mukina, a trigonometry, pre-calculus, and Algebra 3 teacher, I learned a few techniques that will help transform my knowledge into understandable lessons. 

The structure of the lesson is one of the important things to consider when tutoring.  After listening to Mr. Mukina’s advice, I’ve decided that I will be teaching concepts by going through an example myself, then having the student do a similar example, then going through a “stretch” (or more difficult) example together.  This way, I’ll be sure that the students understand the concept.

Also, by researching online, I’ve come to the conclusion that repetition of lessons and concepts is vital to the success of the student. Because of that, I’ve decided that I’m going to teach a lesson on factoring, and during that lesson I will go over different ways to factor, so that they can understand different techniques. 

PI: Journal #1

Since I was young, I've always had a passion for math.  Recently, I've discovered another passion--teaching. I've realized that I enjoy any form of teaching, whether it is coaching, tutoring, or just helping.  I decided that I will "take action" on my passion by having a small "class" (maybe 2-3 people) and tutor them in Algebra 2.  I plan to learn about teaching math from Mr. Mukina, a trigonometry/pre-calc and Algebra 3 teacher.  I also plan on finding online resources, such as math tutorials.  Through my research and learning, I want to know different techniques of explaining things, and ultimately, I want to know if teaching is a career path that I could possibly pursue.