Blog # 2--Summary and Synthesis

We have been talking about finding the area of polygons. I find this topic interesting and hard to understand. I did not learn this in grade school and never used a geoboard until now. With listening to other student methods and knowing there is more then one way to solve the problem, makes it more understandable. I also find it interesting that there is only one true written down formula known as Pick's theroem and by reading the modules and class discussion, no one knows his thinking that made him come up with the formula. Pick's theroem works wonders and anyone can find the area of a polygon on a geoboard really fast. I am learning that there is not just one way to solve a problem and students can help each other. The teacher does not need to provide the answer, but look at the student's method of solving the problem.

New Insights and Implications

Since this class started I've learned several things in regards to concepts about math education. I've always viewed math as a very dry subject with only one right answer; when in fact there are several ways to approach one problem. It's important to encourage students to come up with a solution in their own way rather than paving the path for them. When doing this we teach students problem solving skills. We also talked about the importance of using the right math standards for both state and national. We also learned about what standards mean and how to analyze each standard and put an appropriate assignment with each standard.

New Insights and Their Implications

Over the past few weeks, we have learned many aspects about math. The block activity stands out the most for me and I feel I learned a lot during those two days and trying to solve the problem. The activity helped me develop problem solving skills and really think about how I was thinking. I was shocked when we tied this activity to the standards. It fits multiple standards but only pieces of each standard. When we broke down the standards, I found it very interesting how you need to really look into the wording of the standards to get the real meaning out of them. I think it is crazy how much money is spent to revise the standards when we already know in two years they are going to change.

New Insights and Their Implications

This class has been quite an eye-opener so far. I thought this class was going to be fairly simple because math has always been one of my better subjects but I have come to find that this class is more than math concepts. Instead of simply finding an answer and moving on, I've learned to take a step back and think about the why's and how's. For instance, the activity we did with the shapes seemed very simple, until we discussed it in class. I never noticed a pattern with our data at all until the class discussion. Even then, it wasn't about finding the pattern, it was why and how this pattern existed that was important. It's not always about the right answers but the methods and strategies used to get that answer. Also, I've learned that the content standards used for mathematics in South Dakota are not very well written. The discussion we had the other day about state and national standards was pretty interesting. I never really thought about standards in that much detail - always took them for what they were. I have really learned to consider both standards in order to give my students a more thorough education.

The past few weeks in the class has been something I have not experienced before. I usually do very well in classes, I normally understand concepts and complete them to the best of my ability. I have never have a major struggle with any school work, until this class. I am used to just looking for the answer and then once I get the answer I could truly care less about how I got the answer, as long as I got the credit for the right work and right answer. This class has turned that all upside down for me, which I feel is something that all students should experience. The way you teach math is the way that math should be taught, I am actually building on my knowledge instead of just "floating" through the class with the correct finished product. In the past few weeks I have really been testing my knowledge with a different way of thinking, even though it is extremely frustrating that it does not just come to me, I feel that I will benefit from this class. While sitting in class I try to think of ways to teach like you, as in to really get my students thinking, not just saying "here is the answer."

New Insights and Their Implications

Through this class I have a better understanding of the standards, state and national. I had thought I did understand them and what they ment, but after this week I am shocked as to how much I do not know. When we looked at the activity and tried to find standards that would fit with the activity, I thought I had done alright. As a class, we looked at other standards and talked about them. This was wonderful, as I got to hear what other studetns were thinking when they chose the ones they did. With the implications standards being what they are, I am supprised that they are so vague in their attempt to let the teacher know what to teach. I now know that I need to look at the national standards with the state standards to produce quality lessons that my studetns can learn from. What I need to do now is to take this new found information and apply it to all my classes.

Blog One: Insights & Implications

I have already learned a lot in this class about how to teach math and how students learn. First off I have learned that giving students time to solve problems themselves is the best way for them to learn. Like my peers in class I too was taught math in the manner of here's the problem, here's how to do it, now practice by doing a worksheet filled with problems. Even though I may have been able to learn math this way, not every student thinks the same way as their neighbor. I have also learned a lot already this semester about the standards. It is now quite clear to me that the state standards are much different from the national standards. It is interesting that the state standards are so vague. I had never realized that to be so until we spent time picking them apart in class last Thursday. What I hope to continue learning in this class is how to connect the standards to my teaching successfully. Successfully to me means that a lesson is one that the students were able to relate to, connect prior knowledge to, and understand.

New Insights and Their Implications (Blog #1)

This month I have learned a lot about how to teach mathematics. Going into this class I was unsure how to explain concepts to other students. I really enjoy how we are discussing with each other how to explain different concepts. Every student learns differently and by showing us all of the different ways we can solve problems we can keep this information in our notes so when we teach it to students we can show them that there are more than one way to solve a problem. I also learned that it is important to have a variety of questions to show examples of when teaching mathematics. As a teacher, I need to have students perform a multitude of easy, moderate, and difficult questions and also show them how to do some of each for examples. I also need to find different ways to get students to have hands-on learning when it comes to mathematics so they can perform trial and error for themselves without the aid of the teacher. The final thing I learned this month was that teachers need to give little help to students when they begin their work. We need to let them try things for themselves and not just give them the answer.

New Insight and their Implications

I am starting to gain new insight into the standards. I was not aware that one needs to take into consideration both the National and State standards when planning a lesson. So far with my education I have looked at the standards and written down every one that might pertain to the lesson plan. I see how this does an injustice with our students. It is better to pick a couple of standards, both from the state and national standards, to focus your lesson on. This way one can make sure that you have taught all standards required. Listing a bunch of standards, on a certain lesson, may lead you to believe that your already taught a standard but you have not.
I have new insight into realizing that I have not had math for a long time, and the old addage 'if you don't use it you will lose it' may be applicable. This class will help me learn and remember what I have already learned. I have noticed in the schools that they are teaching differently from when I was taught in school. My children are in 3rd, 5th, and 7th grades and their homework is a bit different than I remember. For example, my 5th grader is not allowed to line up math problems on top of each other for multiplication. There are at least two other ways they are learning to do multiplication. They use a table to solve the problem. I am anxious to learn these new ways both for teaching and helping my own children with their homework.

New Insights & Their Implications

Since this class has started, I have already gained many new insights in regards to teaching. I now understand how important it is for students to be able to think for themselves and engage in a learning process in which they are able to independently create solutions from the information and material given. As we have talked about numerous times in class, it is beneficial to students' learning if the teacher lets them struggle a little to figure out solutions instead of giving them the answers. This way, the students are more active learners and will take responsibility for their learning. We also discussed in class how it is extremely important to not only refer to state standards when planning lessons, but also consider national standards. It was made very clear in class how the state standards are very vague and may be missing vital components. The national standards are more detailed and help provide a better description of the learning that is expected to take place at each grade level. In other classes, we have not talked much about national standards, so it was very helpful that we covered this in class. These are some of the new insights that I have gained so far in class.

New Insights and Their Implications

Since the beginning of this class, the main idea that I have learned is how to teach math. Growing up I was taught math, but ALL my teachers taught me the same way. They would present the problem, do an example on the board, and make us do like 15 for practice. However, since being in the class I have come to understand there is another way to teach math. If more students were able to understand math, by struggling through math problems and using their own solutions then math would not be a scary subject like it is now.
Another insight I have really learned a lot about through this class is standards. Before coming to this class, I though of standards as state standards and that is the only information I NEED to worry about teaching. However, once again I was wrong. When I teach, I need to look at National as well as State standards. If I look at both, as well as APPLY both it will allow my students to score better on tests, and dig deeper into certain material, rather than of the idea of "a mile wide and an inch deep."
The last insight I have really learned from this class already is the wording and choosing standards. With the exanple we did in class, it allowed me to realize to choose one or two standards and teach those, rather than trying to teach seven different standards as one time. In addition, I need to research the meaning of the words in the standards and not just use my defination of them.
I have learned about myself that I am closed minded when it comes to math. I was always taught a certain way, that I assumed if I ever taught math that would be the right way to do it; however, I need to be more open to math and allow my students the opportunity to struggle, learn from others, as well as from the teacher.

New Insights and Their Implications

I have lerned many things from my peers and the instructor so far in this course. I have learned that there are a variety of ways to teach math, and no one way is the correct way. I have learned that you have to allow students (and yourself) to struggle in order to come to a solution to a problem, and to truly understand the concept. I have also learned that there are many ways to approach problems, and various ways (or ramps) to take when solving a problem to get to the correct solution. Some implications for teaching and learning mathematics are to allow the students (and yourself) time to figure out the problem independantly. The students and individual must struggle a bit if they are to understand the concept presented before them. Students must be allowed to test different ways of reaching a solution to a problem, as well as understand how they came to the solution. The same can be said for learning mathematics; you must concentrate, and struggle with problems before coming to a solution to further your understanding. Through this course, I have also learned a lot about myself and my own struggles with mathematics. I am not the best math student, but I find that talking with peers and asking questions about reaching solutions is a great way to learn because it allows me to understand the concept for myself, not just simply coming up with a correct answer. As the semester progresses, I hope to obtain more insight into the teaching and learning of mathematics.

New Insights and Implications

I have always enjoyed math and can't wait to teach my future students the subject. Before taking this math methods class, I have never thought about the little details that go along with teaching math. I have come to realize, more now than ever before, that teaching math may be more difficult than it seems. The scale factor activity made me learn a lot about how to teach students in a way so that they are learning for themselves. In addition, linking the standards to the scale factor activity was a great way for us students to analyze each standard to see how they fit or didn't fit into the activity. I feel like this class will truly teach us how to help our students learn math instead of just doing math. So far in the few weeks we have had class, I have learned what not to do and what to do in terms of teaching math to students.

Summary and Synthesis

Throughout the beginning of this course, I have learned to view mathematics through a different eye. By participating in classroom discussions, group work, and small group assignments, I understand that teachers need to instruct students on problem solving, not the actual problem itself. I now believe that teachers should work harder on developing students who are unique and individualistic thinkers. In addition, teachers should allow their students to make conjectures about mathematical problems in order to better understand their mathematical thought process.
When we completed the scale factor activity, I realized how difficult it must be for some students when they do not understand a certain math concept. During the activity, I became frustrated with certain drawings and equations, but I was able to work through the problem with the help of my peers. I believe this was one of the best ways for me to understand this difficult concept. As a future teacher, I believe we should all students to collaborate with other students to better understand each other's thinking as well as their own.

New Insights

Over the past few weeks we have spent some time going over our area and perimeter with scale factors worksheet and I have seen a completely different style of teaching that I personally haven't seen or experienced first hand. Instead of running to our rescue right as we have a question or perhaps start to veer off the path to the correct answer, Dr. Reins lets us stray from the correct path and allows us to struggle to work our way back to the right path. This is something that for some students may be discouraging, however it has helped me tremendously. I have never been scared to ask questions however through this new way of teaching, it has allowed me to first think about the question, where I need to go and then from there I begin to work backwards almost to try to fit the two pieces together. For the students who get frustrated or discouraged easily, a small hint every once in a while may help build their confidence and slowly from there give them less and less help. Overall, I have found that although this method of teaching is quite difficult to get used to at the beginning, the rewards at the end are completely worth it.

New insights and implications

Last week we did an activity which involved area, perimeter, as well as scale factor. All of these terms were familiar to me, but as the activity progressed, it became more difficult. I found that it was beneficial to work together and talk in a group to come up with a solution to the problem. Talking with peers helps because, for me, it is sometimes easier to understand their point of view rather than the instructors; however, when you the instructor explained in more throughly, it was easier to understand and your graphic organizers helped as well. I learned that sometimes when things don't come as easy, I should try to talk to peers inside and outside the classroom. This week, we also discussed standards and the several kinds (state, national, and focal points). It was interesting because the focal points seamed to be very specific in which I think standards should be measured. I learned from my peers and instructor how to look at standards as well as determine if how certain standard (s) fits a certain activity.

New Insights & Their Implications

Throughout the first few weeks of class, I have altered my thinking of what makes good mathematical teaching. As typical of many of my peers, I learned math in the basic way of being told the correct way to approach a problem and then completing a number of similar problems. We learned in class that there are multiple entry points for every math problem, and one strategy should not be considered superior over others. By showing students that there is only one correct or best way to approach a problem, we as teachers may be boosting the confidence of one set of students, but we will also be discouraging other students who puts lots of effort into their work. I love Math because it challenges me to think critically and look at problems from multiple perspectives, but I know all my students will not have the same opinion. It is my duty to learn and understand how to use all different strategies of approaching problems. This knowledge will enable me to reach all my students at their current level of mathematical understanding and encourage them to apply strategies that work best for them. In addition, I also find it interesting that Jolley requires their teachers to be accountable for reaching each of the state standards at least three times. Even though we learned state standards are not as reliable as national standards, I think this is a great idea. When teachers address a standard one time, they may not reach every student. By being accountable for all standards and reaching each standard several times, teachers increase their chances of having all students meet the standards.

New Insights and Their Implications

After having a few weeks of this class, I have realized that teaching math is harder than it looks! I have always enjoyed math, so I assumed that teaching it would come somewhat easy for me. However, I've learned that applying mathematical concepts is more important that always getting the right answer. It's more about the process than the answer. This class is forcing me to think about math from a different perspective; my students'. In order to teach students, I must understand where they are at, how they are thinking, and what strategies they struggle with. Understanding how my students interpret math will make it easier for me to teach them skills like problem solving. Students will benefit more from struggling to learn the process more than they will if I just gave them the answers. I'm excited to learn more about teaching mathematical strategies to students.

New Insights

There have been several new insights this semester that I find useful and interesting. The last couple class sessions we have been talking about the state, national and focal point standards that guide math curriculum. Before this class I never realized that they were more standards to follow or use as a guide beside the state standards. I find it very helpful and useful knowing that there are more standards out there to use besides the one for your state.
This class has also opened my eyes into a new way of teaching math that I never considered before. Growing up in all of my math classes we did a lot of worksheets with examples on the board to teach the process. As a student, I remember that if I struggled I could look to my teacher for help. I can't say that they would just give me the answer, so I do believe that they used some of the similar teaching techniques in which we are being taught in class.
Solving problems can have a lot of different steps to take and I have also learned how to approach teaching story problems. I believe it all begins with the approach in which a teacher delievers to his/her students.

New Insights and their Implications

I have thoroughly enjoyed the first part of this semester. This is by far my favorite class because we are actually required to think critically about how we will be teaching our students. We have been learning that the best way to teach is to allow students to solve problems on their own and not to be the "almighty answer holder." The idea that students need to struggle to be able to gain a deep understanding of concepts is something that I have always felt to be true. I have always wondered however why more teachers don't actually apply this practice in their classroom. Its not easy to watch students struggle, but when its going to benefit them in the end it should be looked at as a positve. I can't wait to learn more about how to challenge students in their learning as the semester progresses.

New insights and their implications

So far this math class is not like any class I've every had before. I have learned that math should not be taught the way we have all expierenced it. Never before have I been a student in a math class that did not involve examples on the board and then many many problems out of the textbook for practice. I have learned that in order for students to truly understand math and its concepts they must struggle and have some challenge. I have come to understand that there is a difference between struggling to find an answer and being given a worksheet and having no idea where to start. As teachers we must elp students to help themselves learn by letting them struggle, but not so much that they become discouraged and begin to hate math. I am looking forward to the rest of this class and learning how to make teaching math better than we ever expierenced as students.

Blog #1-New insights and their implications

Throughout class so far this semester, I have gained a lot of new insights towards the field of mathematics. I think the biggest thing I have learned so far is in teaching math to students. Growing up, I had the traditional math teacher that did two or three examples on the board and assigned problems 1-25 to give us practice. My senior year of math was a joke because we did accelerated math on the computer where we would print out our assignments and have to figure it out. When we asked for help often times our teacher did not even know how to do the problem. Where this story is going is that I have learned through our ELED 330 course, that math should be a class where students can use their own path of thinking to come up with the right answer. Students don’t need the magical formula to get them to the right answer. I have always looked at math as being a problem with one right solution and one right path to get there. Through the handshake problem, I came to the understanding that one problem can be done any number of ways to still come up with the same answer. Additionally, the handshake problem showed me that students can benefit from sharing their strategies with their peers. I had not even thought of doing the handshake problem the way that some of my classmates had done. Overall, I have gained a lot of insight about teaching math in these first few weeks. I now know that my students need to be challenged and that it is okay for them to struggle, the value of sharing strategies, and some problem solving tools, such as George Polya’s problem solving strategies, that may benefit my students. I am looking forward to the rest of the semester and what information I will learn that will help me in teaching my future students mathematics.

New Insights & Their Implications

Today in class we talked about the NCTM standards and the state standards. I thought that this was helpful because I think one of the hardest things about teaching is connecting the standards to the lessons. Breaking down the standards today really showed me that it does take practice to understand what the standards mean. I think it was also very interesting how vague the state standards were compared to the national standards. I always thought that the state standards were the easiest to understand but now my opinion has changed. I think the national standards were much easier to use since they were more specific. The focal point that was shown in class was also a great resource because it was even more specific then the national standards. Using those three resources will be very helpful when choosing standards in the future.

New Insights and Their Implications

From only being in this class for three weeks, I have already learned some very important points for teaching and learning math. I have learned that students need to struggle in order to succeed. If the teacher is too helpful to the students they may never fully understand the process needed to solve the problem they are faced with. Students want the teacher to tell them if they are doing a problem right, but the teacher should not give them a definite yes or no answer, but ask them, "are you doing it right?" Students need to think about the steps they are taking and ask themselves why they are making the decisions they are to find the answer. This will help them catch their own mistakes and make their learning more meaningful. Teachers need to model good problem solving skills by showing their own thought process aloud to the students, this will help them to think about their own thinking. From the scale factor activity I did struggle quite a bit, but after working and discussing with my group members we were able to talk out and contemplate what we thought we needed to do. This really helped better my understanding. Having the shapes in front of me was also helpful because we were able to work hands-on and strategize with them. I have also learned about choosing the right standards for my lessons and thinking deeply about what each standard is really aiming at for the students to learn.

New Insights and Their Implications

The last two weeks we have been working with the area activity and the national and state standards. Although the activity itself proved to a little challenging at times it addressed so many styles of learning. The table that we used showed the pattern that was emerging and asked to produce a generalization of what the equation for area would be. For people who can visualize something in their head this works well. For others who actually need to see a physical representation we were able to use the geometry shapes as well as the website online. I also liked how the activity could have an extension into another, such as having your students design a house from the scale drawing much like an architect would. Having a real world connection would help some kids find a purpose to what they are doing. We also focused on the standards. The SD standards seem to be plentiful yet vague at the same time. In a way it could give a teacher the leeway to be inventive with the standard. The national standards were not as long but they seemd to to more effectively state what was expected. I know that we need to adhere to our state standards, but by using the national standards and doing activities with strong content wouldn't we also be using the state standards? I think that as long as children are given the tools to solve problems and think creatively they will do well on standardized tests even if not every single state standard was met, but the national ones were.

New Insights and Their Implications

In class we have looked at math in a completely different way than I have previously looked at it. I have struggled with math for as long as I can remember. Math is not an easy subject for me. With the block activity that we did in class, I found it incredibly difficult to follow through with the activity. After having discussed the assignment in class, I am coming to a better understanding of it. Having the students work with their limited command of the material to find their own answers and solutions is an interesting concept. The activity helped me to understand what the students go through in the process of learning a new concept in a problem-based learning situation. The activity also helped me to have a better understanding of the concept. I am looking forward to using a problem-based learning environment in mathematics when I am a teacher. I think it will provide the students an opportunity to think through their problems without directing their approach.

New Insights and Their Implications

Today in class we were to discuss the state and national standards that we located in response to our scale, area, and perimeter activity. After breaking down the wording of the state standards I found it quite interesting that we really did not have a standard specifically for that activity. I found this to be quite disappointing because I learned greatly from that activity, but would not have used it in my classroom due to the fact that a standard did not dictate that I should teach it. It was interesting to see just how many different paths could be taken when deciphering the standards. The wording was so vague that it was difficult to pinpoint what the focus of the standard was supposed to be. Standards are the basics in teaching and if we cannot decipher their meanings now, then what does this mean for our future students?

New Insights and Their Implications

Teaching and learning math is way more than I thought it was. I have learned a lot about problem solving and how it should be taught in the classroom. Students need to be able to brainstorm the problem and create different ways of coming up with one solution. It is clear to me that not every student is going to learn in the same way so by having students communicate the different ways they found a solution to a problem, it might help other students understand the concept. Also, after talking about the South Dakota standards today, it made me think about what I am doing when I am picking standards. I feel that I will analyze the standard more after this class period as well as look at the National Standards and Curriculum Focal Points.

New Insights and Thier Implications

Doing the scale factor activity really thaught me alot about where I am in my mathematical education. I understood alot more concepts when I talked about it with my peers and with other groups. It is important to rach out to other peers when you are struggliung and sometimes this is not asy for me to do because I like to do things on my own. I also learned that I understand concepts but am unable to express them verbally. I can do it on paper but when I tried to help my classmates I was unsuccessful. This has taught me to remmeber that while being a teacher it is not always best to have studnets working independantly. It is important to let studnets converse and figure things out together because they might be better able to help one another.

New Insights and Their Implications

I couldn't believe that the State Standards and the National Standards are so different from each other. This was the first time that I have looked at the National Standards so I was very shocked at how the State really don't make sense when you read the National ones. I believe that now after seeing the National ones that every teacher should take a look at these before creating a lesson. You do however have to still make your lessons match the State standards. This was a very important class for me.

New Insights and Their Implications

Today in class we discussed the NCTM standards compared to the state standards. I was shocked to see how the state standards are so vague compared to the national ones. I had never looked at the national ones before. In every class we use the state standards for all subjects so I had never thought to look at the national ones. It is a big eye opener to see that it is much better for the students to look at the national ones and then at the state standards. The national standards are easier to look at and tell what the standard is. It tells you exactly what you need to do. There is no reading into it, guessing or thinking maybe this is what it means like with the state standards. I think that it would be so much better as a teacher to use the national standards. The national standards say exactly what you need to have the students learn. This would make it so much easier to find activities that fit the standard! I know that I will have to look at state standards and plan lessons around them but the national standards will help me also. I can look at them first and then look at the state standards to pick my standards that work best

New Insights and Their Implications

South Dakota state standards have been the focus of so many of my methods courses here at the U. We, as students becoming teachers, are told that we have to follow the state standards in each content area because that is what our state's main high-stakes tests cover. Choosing state standards has been almost a kind of guessing game in many of my classes. You know the activity that you want to do and you go through the state standards and cherry-pick the ones that "sound good" or the ones that you think the activity touches on. It takes quite a while! It is hard to find standards sometimes because, as we talked about in class today, they are written in such vague terms. I was not there when the standards were written, so how do I know what exactly they mean?

Today we discussed the benefits of using national standards and curriculum focal points to help in the process of choosing certain standards that apply to an activity, or to find an activity that applies to the standards. Honestly, I very rarely have looked at the national standards for most content areas when making lesson plans for other courses. It astounded me how much easier it was to pick one or two of the state standards after looking at the NCTM document and at the curriculum focal points. It will be extremely helpful in the future to be able to look at all of these documents when choosing standards for lessons.

New Insights and Their Implications

Today in class we talked about standards. I was shocked to look at South Dakota's state standards and compare them to the national standards. From the scaling activity we did in class, we found specific detailed national standards that supported our activity, but when we looked at the state standards, it was very difficult to find one that matched and if we did it had to be stretched out or further explained. By looking at these standards, it made me realize that there is more to be covered then just what the state of South Dakota is asking. This was a great activity and I believe it would be very beneficial to students in upper middle school, but when looking at the South Dakota state standards, I am not sure this activity would have fit in. It was a very good discussion in class, and interesting to hear what other students had to say. If I was a teacher in South Dakota, I would probably not have done this activity because the state standards are to be met, and that's what the students will be tested on. Also learning from the scale activity, it was a great way to work with our peers. We had the actual blocks and had to design the shapes. It was very interactive, even though it was frustrating at times, but we learn from each other. After the activity was done, the scale factors were then explained. At first I was a little confused, but after today I have a better idea on how to explain and figuring out how to enlarge the scale factors to find area and perimeter.

Personal Concerns and Next Steps

My personal concern is if I'm going to meet all the requirements for my students by providing them enough activities, meeting the standards and knowing the subject matter to its entirety. I have not done my intership so with this class it seems like becoming a teacher is a lot harder than it looks like. I know one way to solve this fear is to go through my intership and practicum and see if my fears change. Math is not a strong point so maybe I could go to a math camp or practice math more often or volunteer in a classroom to gain my knowledge. I had never seen the Smartboard technology and I had no idea there was National Standards that need to be met until taking this course. By going to my classes, I can converse with my peers about technology and ideas they have.

Constructivism

Constructivism is where a student builds on prior knowledge to create their own ways to solve any problems and establishes their own learning styles.

What is Constructivism?

Please copy-paste your response to this question in a comment to this post. Do not start a new post. Thank you.