Brian's Grade Four Mathematics Curriculum Reflection

The 2011 Massachusetts mathematics curriculum for fourth grade was investigated and was pleased to find in the guiding principles that all teachers should have high expectations for ALL students and discuss this done by providing “practice and enrichment” beyond the classroom including “tutorial sessions, mathematics clubs, competitions, and apprenticeships”. Although I agree highly that these opportunities should be provided, I must also think about students who have commitments outside the classroom including a job and family care. What can be done to provide aid for these students? In addition, the guiding principles included applications to everyday life (discussing monetary concerns) and crossing math into other disciplines. This is where we as teachers can use cultural capital to maintain student interest as well as validate each student and expand their thinking to other cultures and lifestyles.

In the fourth grade curriculum, there are many opportunities in which to modify the curriculum in order to use cultural capital, especially with word problems. As discussed during class, using word problems that include cultural references can help to bridge a connection between academic learning and cultural learning. What can be improved upon within these standards is the use of manipulatives for kinesthetic learners. The standards address using visual models, but this may be a challenge to a student with issues in spatial ability. What I applaud though is that standard 3 for measurement in data include finding the area and perimeter equations for rectangles in “real-life situations”. This will help students to understand that what they are learning is practical and therefore aid with motivation.

What I commend is that in grade four, students are required to “construct viable arguments and critique the reasoning of others”. This will help students to form their own opinions using evidence from their own work and to be able to work mutually with others, even if they both do not have the same answers. It will also help students to realize the importance of having evidence to validate or even reaffirm their positions. The standards overall do a good job in addressing the various skills needed to succeed, but needs to ensure that multiple means of representation is viable for each standard.