Wendy Zhang

Domain A: Reflection on Knowledge

The education and mathematics courses that I have taken in the last two years has
prepared me to gain sufficient knowledge of learners and knowledge of mathematics/statistics. In
my fieldwork and student teaching experience, I have had the opportunity to put my learning into
practice.
In courses such as Social Foundations of Adolescent Education, Adolescent Development,
and Educational Psychology: Applications to Adolescent Education, I learned about the
psychological and social reasoning regarding adolescents behaviors and the nature of their
learning. In the fieldwork experience, I had the opportunity to observe adolescents in public
school classroom setting and the way they responded to teachers and peers in school. In the class
Building the Foundations of Literacy in Adolescent Education, I was required to observe
adolescent interact without getting adults involved in public setting for the Literacy Survey
assignment. The observation of adolescents gave me an opportunity to study their behaviors and
literacy practices. Adolescents tend to have mood swing and mood switching frequently. They
are changeful and fickle in their desires. In regard to sexual desire they exercise no self-restrain.
The adolescents are also passionate and act on their impulses. They are enthusiastic about
expressing their own opinions rather than being listeners. They can be dramatic and exaggerated
being that they carry everything too far. They dont like to be judged or embarrassed in front of
their friends being that they value the judgement from peers. Youth is the age when people are
most devoted to their friends, relations or companions. During the observation I noticed the
teenagers usually socialized in groups. Such result confirmed that adolescents are fond of social
intercourse. Comparing to their respectful behaviors and reservation when confronting adults,
they are more open and straightforward in front of peers. In regard to interacting with teachers,
adolescents tend to use formal language instead of slang words. These observations of

Wendy Zhang

Domain A: Reflection on Knowledge

adolescents behaviors inside and outside of the classroom allow me to prepare lessons that
utilize language appropriate to developmental and skill level.
Although I did not take the course Methods I: Advanced Study of Secondary Learning
Environments for Teaching Mathematics and Science in Hunter College, I have learned about the
New York State Common Core Mathematics Standards and the National Council of Teachers of
Mathematics Principles and Standards in University at Buffalo. I have come to Hunter College
knowing that I need to develop lesson plans that are aligned with the standards and desired
learning goal. These standards serve as a guideline to help me present content appropriate to
developmental and skill level.
The course Teaching Students with Special Needs in Inclusive Settings has prepared me to
use differential instruction to provide for individual student difference. In this course, I learned
about the different disabilities and special needs that the students may have. I learned about
different strategies, accommodation and ways of modifying instructions to meet individual
students learning need. New York City is the largest public school district in the country, with
the most diverse student population. Thus, it is essential to address differentiation when teaching.
Through student teaching, I also learn that I should not lower my expectation of students
and I should challenge each student to think and develop math skills at a more advanced level.
For example, my cooperating teacher ask all students to create word problems that involves
solving systems of linear inequalities recently. At first I thought it was too advanced for those
students who had lower performance and they may struggle with creating their own problems. It
turned out this activity allowed them to learn the concept and they were able to create a simple
word problem at the end. This observation has shown me that every student can succeed in math
learning when given the appropriate tool and high expectation.

Wendy Zhang

Domain A: Reflection on Knowledge

The mathematics and statistics courses in Hunter College gave me the opportunities to
review that math knowledge that I have learned in the past and they opened up the world of the
high school curriculum to me. These courses remind me that I need to have unassailable
command on my subject, I need to know fully the contents of the subjects which I have to teach,
and I need to constantly read and upgrade myself in mathematics. In MATH 620 and MATH 630
Secondary School Mathematics from an Advanced Perspective I and II, I found it challenging to
write certain proofs and I realized I did not fully understand the concepts when I first study about
them as an undergraduate student. In addition of the courses mentioned above, the other courses
such as Axiomatic Geometry, Problem Solving Explorations in Mathematics, and Data Analysis
Using Statistical Software reinforced me to solidify my understanding of every concept that I am
going to teach to students in the future.
Lastly, I learned about appropriate subject-specific pedagogy in the course Intensive
Study of Teaching Diverse Learners in Mathematics, Grades 712. This was my favorite and the
most meaningful course in the program. I was taught useful strategies and teaching method for
math teaching in every single session. Professor Gardella had us practice lab activities that we
will be able to use in our future classroom. Through these activities I learned how to present
subject matter in a way that appeared to be meaningful to students. After all, I feel that Hunter
College has provided meaningful courses that teach me knowledge of learners and help me to
develop firm knowledge of mathematics thats essential for Grades 7 to 12.