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June 8th Blog.

 The concept I’ve decided to pick for the blog today, would be about the gallery method. A method that involves both active work for students along with passive work afterwards. In this process, students are able to work on the given problems and questions, before getting the opportunity to present their work as an “art piece” in a “gallery”. The reason I want to talk about this is in regards to how I’ve seen it in practice before and how I would improve it from there. I’ve been in a classroom where we’ve done something very similar, mostly with mini personal whiteboards and markers. I found very much engagement as a student, as it provided the ability to quickly remove mistakes and just created a great atmosphere overall. We would then present our findings and reasoning directly with peers, which I found to be super helpful. Although we didn’t do the gallery method in full, I feel like adjusting it slightly would improve it greatly. In this way, students would be split into 3 grou...
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June 5th Blog.

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         The focus of this blog will be on the resolution process and how conjectures flow through it. It will focus on the how, and why it should be implemented and pushed within schools. Conjectures are a potential answer or idea that relates to a given question. When we produce a conjecture for a question, we must articulate it, we must believe it. These are students' original thoughts and often natural instincts when problem solving. In this way, students are able to come up with their own ideas on how to problem solve, which is vastly important in students' short term, and long term development and success.       From this, we must then ensure that the conjecture covers all the known examples. Done with some testing and checking, the students are able to see that their conjecture follows the examples provided and can be tested further. If the conjecture is unable to pass it, they may look to modify or abandon their conjecture. It is impo...
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June 1st Blog.

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      Within the early classes of EDSE 439, one thing that stuck out to me deeply was the "Entry-Attack-Review" method. It essentially provides a process for the solving (resolution) of math questions. It focuses on asking what do I want to know, what do I know and what can I introduce to begin the question. In my personal experiences, this is a great starting point, often I would account all the info I had and draw diagrams when possible. I see the value and have first hand experience within this aspect of the method. This is something that I hope to incorporate with my students, having them write down all relevant information from a problem. Along with this, adding what do we want to find within the problem and any relevant formulas, often something that is a focus on within Secondary School Mathematics.      The next part of the method is the attack aspect. This is the time where the problem is worked on, resulting on solving or becoming stuck. Here we c...
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Welcome Readers!

       Hey everyone my name is Dante Sarnelli, and this blog is for my EDSE 439 course. There will be 4 total posts (excluding this one) that will focus on the material of this course. They will focus on reflecting on the material we cover, and expanding on the big ideas presented throughout. Looking forward to the experiences to come and the posts I will write! Cheers! - Dante 
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