I did not understand a certain procedure to multiply a string of long numbers. I only learned one super gimmick-y way to multiply: This newfangled, confusing method of multiplication was completely beyond me. I would punch the problem into a calculator, and correct her arithmetic at the end if needed.
If my student was more in the dark about the method, I would have had to frantically learn the convoluted method. I was thankful for this. This is pretty consistently a major focus. I often ponder the level of abstract or critical thinking involved in learning the concept of numbers. It is impressive such ideas can be communicated at such a young age.
I believe we have just finished the required amount of hours for the curriculum. I believe we will either go back Monday, or at least one time before the end of the semester.
I am glad we no longer are kind of forced to do it. Perhaps it will feel even more rewarding if we continue to go after we have to. I enjoy it enough to want to go back a couple more times. CIS 9AM , written reflection 3. I guess those students feel the need for a mid-term break as much as I did.
On my last two visits I have waited for someone to help rather than the usual full lobby helping student after student. As I was waiting for the others in my group to finish up thinking we would just call it a night, a little man who was visible upset came in and announced he needed help. He was not on the list but Mr. Lynn pointed to me so we sat down. It seemed he was very upset over not being able to work division problems.
We sat there and wrote out each problem on a side sheet of paper and I watched him make guess after guess when I asked questions like how many times does eight go in to twenty-four. This is how I learned long division. After a while I switched to multiplication table to see if we needed to start there. He knew a lot of answers but then told me he did not know his sixes very well.
I was started to understand his frustration. We spent the next half hour working on the multiplication tables. He seemed to relax with addition as a tool. We made table after table practicing while focusing on understanding the math rather than just memorizing the numbers. It seems tedious, and at times at the end of a day with work and class, it can be tedious but the look on his face was worth it.
He relaxed and when we went back to his homework problems he attempted to write the problems out all by himself. It is times like this that reminds me why we are there. That taking the time to work through the problems no matter how tedious or late is worth it and makes all the difference to a student who just needs some help. I am not sure how well he did the next day but I do think he went home a little more confident.
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