Class Description
The way our math class was structured this year was nothing like a traditional class. Instead of teaching us concepts and having us take big tests that have a large effect on our grades that we were expected to pass, the largest focus of our class was to grow and learn from our mistakes. Our math teacher wanted to create a stress-free environment where we did not do "good" because of the letter grade we would be receiving, but because he wanted us to be self-motivated and unafraid of being wrong. We created an environment that every student can feel safe while in the process of perfecting their mathematical skills. When it came to grading, we were each accountable for a Personal Growth Document which was a personal page where we updated our teacher on how we've been growing in the class. On our math tests between units, we would get our tests back and complete revisions so that we would be able to rework the problems correctly. Our grades were graded on how we tried and revised our work. After every math unit, we created a portfolio which was a compilation of our work and personal reflections.
Portfolio
After every math unit, we created a portfolio which was a compilation of our work and personal reflections.
Quadratics Portfolio: In this unit we worked on multiplying binomials, factoring, the FOIL method, graphing, etc.
Probability Portfolio: In this unit we worked on calculating odds, being able to predict the probable causes from given information, etc.
Similarity Portfolio: In this unit we worked on being able to set up proportions, being able to justify our thinking on why shapes are similar or not similar, work on up scaling/ down scaling dimensions, etc.
Quadratics Portfolio: In this unit we worked on multiplying binomials, factoring, the FOIL method, graphing, etc.
Probability Portfolio: In this unit we worked on calculating odds, being able to predict the probable causes from given information, etc.
Similarity Portfolio: In this unit we worked on being able to set up proportions, being able to justify our thinking on why shapes are similar or not similar, work on up scaling/ down scaling dimensions, etc.
Reflection
In math class, my challenge of speaking up in class now began my strength. At the beginning of the school year, I found speaking up in math class to be a challenge because I didn't like the idea of being wrong in front of a large group of people (especially because some people can be very competitive when it comes to having correct answers). Towards the end of first semester and the beginning of second semester, I came to the realization that no one else actually cares about when I am wrong, it is only me who would care about it. Realizing this, I started speaking up by asking the questions I had even if they were small. This helped me stay focused and on track during class.