Day 1: School Internship Phase 2

On November 4, 2024, I conducted three classes with students from different grades, each focused on a specific mathematical topic. For both the 8 A and 8 C classes, I chose to delve into the calculation of Simple Interest. This topic is fundamental in mathematics, as it not only serves as a practical application of arithmetic but also lays the groundwork for more advanced financial concepts students will encounter in their future studies.

In these classes, I emphasized a constructivist approach, which encourages students to learn through experience and collaboration. I divided the students into small groups, allowing them to engage with the material in a hands-on way. Each group was tasked with solving different scenarios involving Simple Interest. By presenting real-life situations—like calculating interest on savings accounts or loans—I aimed to make the concept more relatable and applicable.

As the students worked through the problems, they discussed their thought processes and methods with one another. This peer-to-peer interaction not only fostered a deeper understanding of the topic but also built essential teamwork and communication skills. I circulated among the groups, guiding discussions and prompting them with questions that challenged their reasoning. This method encouraged them to explain their thinking and consider multiple approaches to the problems at hand.

In contrast, the focus of my 9 C class was to introduce the concept of the Area of a Circle. Recognizing that this topic is often a pivotal moment in students' mathematical journey, I wanted to ensure that they grasped both the formula and its practical implications. To start, I engaged the students with a discussion about circles in their everyday lives—things like pizza, wheels, and coins. This helped them see the relevance of what they were about to learn.

After establishing a contextual foundation, I introduced the formula for the area of a circle, 

𝐴rea = π r^2 

 . To reinforce this, I organized an interactive activity where students used string to measure the diameter of various circular objects around the classroom. They then calculated the radius and applied the formula to find the area. This hands-on experience was vital in solidifying their understanding.

Throughout the lesson, I encouraged the students to share their findings with their peers, fostering an environment where they could learn from each other’s discoveries. This collaborative approach not only enhanced their comprehension of the area of a circle but also allowed them to engage in meaningful discussions about the significance of π and its role in geometry.

In each class, I observed students actively participating and demonstrating their understanding through discussion and collaboration. Their enthusiasm and engagement were evident as they tackled problems together, asking questions and exploring solutions. By utilizing principles of constructivism, I aimed to create an atmosphere where learning was not just about memorizing formulas but about understanding concepts and their applications in the real world.

Overall, the day was a success, with students from 8 A, 8 C, and 9 C all actively engaging in their learning experiences. It was rewarding to see them develop their mathematical skills in such an interactive manner, paving the way for deeper understanding and appreciation of the subjects at hand.