Consider your own mathematical experiences while as a student and now as a teacher. Were your experiences consistent with the NCTM principles? Give specific examples of where they were or were not. Your response should clearly indicate you have completed the required reading.

While reading the first two chapters of Guiding Children’s Learning of Mathematics by Steve Tipps, Art Johnson, and Leonard M. Kennedy, I was able to identify six principles for school mathematics (pp. 6-9) as well as two major mathematic curriculum principles (pp.13-23). When considering my own mathematical experiences as a student, I referred to my high school math education. My teacher at the time followed the six principles for school mathematics (equity, mathematics curriculum, teaching, learning, assessment and technology principles) very well. The only place that my teacher was lacking in was the area of technology because there was not a lot technology offered in the classrooms during that time. After reading through the mathematics curriculum principles for content standards an process standards (pp. 12-13), I believe that my high school mathematics teacher made certain that I was being taught whichever standards that applied to the course that I was in. I was able to read through the list under algebra and geometry and recall certain learning experiences. As a teacher, I am constantly learning about new methods to teach my kindergarteners. This school year, my kindergarten team and I are piloting a newer math curriculum for our district called Engage New York. Engage New York is common core based; therefore I am following the curriculum content principles while teaching. One thing that I have notices about this curriculum is that it provides countless approaches to each standard that is being taught, allows me to incorporate technology into the learning experience, offers