Patricia Arredondo

Domain: Knowledge
Reflection
My studies and fieldwork experience I have had through the
Adolescent Math Education program at Hunter College has provided
me with a wealth of knowledge that has allowed me to grow both
professionally and personally. I have a deep appreciation for how
adolescents grow, learn, behave and think. Simultaneously, this
program has allowed for me to gain a true understanding of subject
matter, embracing mathematics and its fundamental principles as
taught in middle and high schools.
Prior to starting the program at Hunter, my experience with
adolescents had been limited. Coursework dedicated to the study of
adolescents truly enlightened me. For example, the Adolescent
Development course taught me about how students grow biologically,
mentally, and emotionally. A students sense of identity develops with
age, and as a middle school teacher, understanding what children are
going through during this time is critical. I not only recognized the
importance of this during my coursework, but also while observing
students at schools during fieldwork.
I have grown tremendously in understanding and appreciating
the ways in which students learn. During both Methods courses,
Professor Gardella often referred to David Sousas book, How the Brain

Learns. We learned about the importance of timing (Primacy-Recency

Effect), multi-sensory teaching, and chunking. This book and the
accompanied lectures provided me with many strategies to implement
in the classroom. For example, in my 8th grade class taught for
practicum, I switched my lesson sequencing by including a more
traditional at the board lesson during the end portion of the class,
which according to Sousa, could enhance learning.
The two Methods classes provided many more valuable lessons.
Professor Gardella went beyond the lecture and explanation of Sousas
ideals. He allowed us to see how these ideals could be put into
practice. The courses were centered around middle and high school
math lessons, all of which focused on the why instead of the how
of mathematics. Professor Gardella heavily incorporated the use of
manipulatives, visuals, audios, and class collaboration. It was truly
enlightening as I felt like I was learning something new about
middle/high school mathematics with each lesson. I have incorporated
many of these lessons, ideas, and practices directly into my math
curriculum.
The specific mathematics courses taken as part of the program
were excellent. Learning algebra, geometry and calculus at a deeper
level enabled me to appreciate where much of the mathematics I
learned in high school came from. For example, the study of historic
mathematicians and the deep understanding of theorems underlying

certain mathematical concepts allowed me to see beyond the

traditional high school math class. It had also been over a decade since
I had taken a high school mathematics course, and certain topics in
calculus were not fresh in my memory. I feel I gained a solid foundation
in the coursework required for my career.
When I was learning mathematics in a very traditional high
school, I rarely learned why formulas or theorems were used or
where they came from. We were mostly instructed solely how to apply
them to a problem. The mathematics courses at Hunter gave me that
experience I have never had. I finally was able to understand where
mathematical concepts were coming from, and I was truly enlightened.
For example, I remember learning about the Golden Ratio in high
school, and the number that represented the ratio. Never was I shown
where that Golden Ratio came from, the proof to arrive at the Golden
Ratio, nor its vast uses in history and art. There were a few other
instances like these where I kept thinking to myself, Wow. How on
Earth did I never learn that!? The deeper knowledge acquired in my
mathematics courses at Hunter brought me to love the subject that
much more, and become more passionate about teaching it.