EDUC 530

EDUC 530 -Initial Thread 300 words, classmate replies 150 each. -You should include at least 1 citation in your initial post and one citation in at least 1 reply. Remember to include a reference list in current APA style. See the Discussion Grading Rubric for information on how to receive full credit for this assignment. DISCUSSION GRADING RUBRIC Content 70% Advanced Thread 18 points Content All key components of the Discussion prompt are answered in the thread. The thread has a clear, logical flow. Major points are stated clearly. Major points are supported by good examples or thoughtful analysis. Replies 10 points Each reply focuses on a meaningful point made in another student’s thread. Each reply provides substantive additional thoughts regarding the thread and an explanation of why the student agrees or disagrees with the idea Proficient 16 to 17 points Most of the components of the Discussion prompt are answered in the thread. The thread has a logical flow. Major points are stated reasonably well. Major points are supported by good examples or thoughtful analysis. Developing 1 to 15 points The Discussion prompt is addressed minimally. The thread lacks flow or content. Major points are unclear or confusing. Major points are not supported by examples or thoughtful analysis. Not Present 0 points Not present 9 points Replies generally focus on a meaningful point made in another student’s thread. Replies generally provide substantive additional thoughts regarding the thread and an explanation of why the student likes or dislikes the idea presented 1 to 8 points Replies somewhat focus on a point made in another student’s thread. Replies could be more substantive regarding the thread. Replies lack clarity and coherence. 0 points Not present Page 1 of 2 EDUC 530 presented in the thread. Each reply is clear and coherent. Structure 30% Advanced Post 5 to 6 points Grammar, Spelling and grammar are Spelling, & correct. Sentences are Current APA complete, clear, and concise. Paragraphs contain appropriately varied sentence structures. Where applicable, references are cited in current APA format Post Word 4 points Count Minimum word count of 300 words met, but not exceeded by more than 100 words Replies 4 points Word Count At least 2 replies are present and a minimum word count of 150 words is met but not exceeded by more than 100 words in the thread. Replies are generally clear and coherent. Proficient 4 points Some spelling and grammar errors. Sentences are presented well. Paragraphs contain some varied sentence structures. Where applicable, references are cited with some current APA formatting. Developing 1 to 3 points Spelling and grammar errors distract. Sentences are incomplete or unclear. Paragraphs are poorly formed. Where applicable, references are minimally or not cited in current APA format. Not Present 0 points Not present 3 points Word count of 250 words met 1 to 2 points Word count of 200 words met 0 points Not present 3 points At least 2 replies are present, or a minimum word count of 100 words is met 1 to 2 points At least 1 reply is present, or a minimum word count of 1 – 99 words is met 0 points Not present Page 2 of 2 EDUC 530 -TOPIC QUESTION- Math anxiety, simply defined, involves an anxiety about one’s ability to do math. As a math teacher, you will encounter many students who struggle with math, not necessarily because they don’t understand a specific concept but because they don’t have confidence in their ability to be successful in math. How might you combat math anxiety in your future classroom? Have you used any techniques, activities, etc. that have worked to ease a student’s anxiety? Did you struggle with math anxiety at any point? Discuss math anxiety with your colleagues and how you might deal with this very real issue in your classrooms. -Initial Thread 300 words, classmate replies 150 each. -You should include at least 1 citation in your initial post and one citation in at least 1 reply. Remember to include a reference list in current APA style. See the Discussion Grading Rubric for information on how to receive full credit for this assignment. Page 1 of 3 EDUC 530 DISCUSSION GRADING RUBRIC Content 70% Advanced Thread 18 points Content All key components of the Discussion prompt are answered in the thread. The thread has a clear, logical flow. Major points are stated clearly. Major points are supported by good examples or thoughtful analysis. Replies 10 points Each reply focuses on a meaningful point made in another student’s thread. Each reply provides substantive additional thoughts regarding the thread and an explanation of why the student agrees or disagrees with the idea presented in the thread. Each reply is clear and coherent. Structure 30% Advanced Post 5 to 6 points Grammar, Spelling and grammar are Spelling, & correct. Sentences are Current APA complete, clear, and concise. Paragraphs contain appropriately varied sentence structures. Where applicable, Proficient 16 to 17 points Most of the components of the Discussion prompt are answered in the thread. The thread has a logical flow. Major points are stated reasonably well. Major points are supported by good examples or thoughtful analysis. Developing 1 to 15 points The Discussion prompt is addressed minimally. The thread lacks flow or content. Major points are unclear or confusing. Major points are not supported by examples or thoughtful analysis. Not Present 0 points Not present 9 points Replies generally focus on a meaningful point made in another student’s thread. Replies generally provide substantive additional thoughts regarding the thread and an explanation of why the student likes or dislikes the idea presented in the thread. Replies are generally clear and coherent. 1 to 8 points Replies somewhat focus on a point made in another student’s thread. Replies could be more substantive regarding the thread. Replies lack clarity and coherence. 0 points Not present Proficient 4 points Some spelling and grammar errors. Sentences are presented well. Paragraphs contain some varied sentence structures. Where applicable, references are cited with some current APA formatting. Developing 1 to 3 points Spelling and grammar errors distract. Sentences are incomplete or unclear. Paragraphs are poorly formed. Where applicable, references are minimally or not cited in current APA format. Not Present 0 points Not present Page 2 of 3 EDUC 530 Post Word Count Replies Word Count references are cited in current APA format 4 points Minimum word count of 300 words met, but not exceeded by more than 100 words 4 points At least 2 replies are present and a minimum word count of 150 words is met but not exceeded by more than 100 words 3 points Word count of 250 words met 1 to 2 points Word count of 200 words met 0 points Not present 3 points At least 2 replies are present, or a minimum word count of 100 words is met 1 to 2 points At least 1 reply is present, or a minimum word count of 1 – 99 words is met 0 points Not present Page 3 of 3 Classmate #1Math anxiety Speaking from my own perspective on math anxiety, my two biggest contributing factors growing up were timed tests and the relationships I had with some of my teachers early on. I have never done well with a timed test of any sort, even if I know the content and have studied; as soon as the timer starts my anxiety begins and I do not seem to do as well in some cases. When I was younger I had a few teachers who were very harsh and when it to math I struggled because I am a visual learner and many times I would get one example and then be left on my own to move forward without a good understanding of the concepts. “When students who experience stress in timed conditions find that they cannot access their working memory, they underachieve, which causes them to question their math ability and, in many cases, develop further stress and anxiety.” (Boaler, 2014) Growing up I was not aware of math anxiety and chalked it up to just not being good at a subject. I wish I would have had some additional support and understanding from teachers along the way. “Teachers use directed instruction, with the power of authority. Students passively receive information, and do not question the teacher’s authority. Knowledge is taken from the fixed curriculum and textbooks, with little time for questions or an understanding of the process. Students work individually to try to find correct answers; there is no time for group work and discussion. Too often, this means memorization and rote recitation rather than active concept based learning.” (Finlayson, 2014) If I could choose one strategy that I feel would help the most students, it would be for the teachers to take the time to get to know and understand their students. Not everyone learns the same and that understanding can make all the difference in the lives of the children you are with. “As an initial step, teachers need to recognize some of the symptoms and indicators of math anxiety in their students, such as students drawing a blank on a test or exam; or the notion that incorrect answers are bad, and correct answers are good. The emphasis must be placed on the process rather than the product.” (Finlayson, 2014) The school where I am currently working is wonderful. I have two grade mates in 1st grade and we have time on our day when some of our kiddos get pulled from class for reading interventions. We decided to take that time to work with our students on additional math skills and help any of those students who may have struggled with the lessons from the day or week. It has been a huge help and not so overwhelming for the students who are struggling with their math. References Boaler, J. (2014). Research Suggests that Timed Tests Cause Math Anxiety. Teaching Children Mathematics, 469-474. Finlayson, M. (2014). Addressing math anxiety in the classroom . Sage Journals, https://doi-org.ezproxy.liberty.edu/10.1177/1365480214521457. Classmate #2Many students and adults believe that they are not competent in mathematics and become anxious when they are asked to solve problems (Johnson & Kennedy, 2018). Students are using math all day long when at school and they do not even realize it. One goal of the balanced curriculum is to provide the students with mathematical concepts that they can apply to their everyday lives (Johnson & Kennedy, 2018). I have struggled with anxiety in the classroom not only in mathematics but in all subject areas. I was shy in the classroom and I did not enjoy being called on by the teacher. So now from my personal experiences in the classroom one of the first things that I look for is ways to make students feel confident in their environment and their work. The textbook provides some helpful suggestions to ease the anxiety in the classroom. One of the techniques is to have the students actively involved in the learning process. Many times in math the teacher lectures the students and they are not involved in the lesson. When the students are actively engaged they are focused and having to pay attention. For mathematics the students will use problem-solving skills, the questions that are being asked must be challenging but not frustrating (Johnson & Kennedy,2018). Another learning strategy would be to have the students give a daily exit ticket. The exit student has the student apply what they have learned and allows the teacher immediate feedback. Overall, many times students can feel anxiety when they are learning new materials. As an educator, it is important to give the students skills that they can apply to their everyday lives. In mathematics, the students can learn problem-solving strategies that they will use in their careers. Having the students actively participate in the lessons allows them to actively learn and engage in the process. Reference Johnson, A., Tipps, S. & Kennedy, L. (2018). Guiding Children’s Learning of Mathematics (13th ed.). Cengage.).
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