In this course, we will work to see the connections between mathematical ideas, the strands of mathematical proficiency, and the Common Core content and practice standards. The purpose of the portfolio assignments (due Weeks 2, 6, and 10) is to provide structured opportunities for you to reflect on your developing understanding of these ideas, proficiencies, practices, and standards, as well as receive frequent comments and feedback.

Instructions
Your reflection should address:

Part A:
Your growing understanding of the mathematical practices discussed thus far (SMPs 2, 6, 7 & 8), including:

Descriptions of each practices key ideas and why they are important to learning and doing mathematics (for example, Watching an elementary student engaging in SMP 2 means we would observe them doing ____, while a secondary student might be seen doing ____. This is important because a key part of doing mathematics is ____. ).
Connections between math practices and other ideas discussed (i.e. mathematics identity, multiple representations)
Examples of how you saw yourself or others engaging in the practices during class or through a math task/analysis assignment (for example, I saw myself engaging in SMP ____ during ____ because I did ____.).
Examples of how class and group activities have reframed or shifted your understanding of these practices and how we engage in mathematics
Your current wonderings about the practices, and conjectures about possible answers to those wonderings (for example, How is SMP ____ different from SMP ____ when they both talk about ____?)

Part B:
Your growing understanding of the strands of mathematical proficiency discussed thus far (productive disposition, conceptual understanding, & procedural fluency), including:

Descriptions of each strands key ideas and why they are important to developing mathematical proficiency (for example, Conceptual understanding means a person is able to ____ as well as ____.).
Connections between specific strands of mathematical proficiency and other ideas discussed (i.e. mathematics identity, multiple representations)
Examples of how you saw yourself or others developing/demonstrating a particular strand during class or through a math task/analysis assignment (for example, I saw myself demonstrating ____ during ____ because I did ____.)
Your current wonderings about the strands, and conjectures about possible answers to those wonderings

Part C:
Your understanding of the interconnectedness of the strands of mathematical proficiency, including:

Connections between the strands of proficiency discussed thus far, such as how a particular strand supports the development of another (for example, Conceptual understanding supports procedural fluency because _______. However, procedural fluency also supports conceptual understanding because _______.)
Examples of how class and group activities have reframed or shifted your understanding of mathematical proficiency

Requirements:
This assignment should meet the following requirements:

No less than two pages, single-spaced, in length
No more than four pages, single-spaced, in length
Should be submitted by Sunday of Week 6 at 11:59pm
You may organize your writing however you wish, however feel free to use these guidelines to structure your reflective writing (i.e. Paragraph 1 addresses mathematical practices, Paragraph 2 addresses the strands of mathematical proficiency, Paragraph 3 addresses the interconnectedness of the strands)