How Curriculum Program Support Student Learning And Achievement Of Mathematics

The first high-leverage teaching practice is called “explaining and modeling content, practices, and strategies”. This method is found in almost all math classrooms. When a new topic was introduced, my CT explicitly wrote out all of the steps to the problem. Then she modeled all of the steps with an example by both verbalizing her thoughts and writing them down. She even wrote out a thought bubble whenever the students had to add a positive and a negative number. Although the problem tells you to add, they must think subtract.

Construct viable arguments and critique the reasoning of others- it’s important for students to be able to explain and be able to discuss the process into which they believe a problem should be solved this demonstrates the students understanding on the concept. They should be able to clarify and answer any questions that arise about the problem once again displaying a deeper understanding then just being able to memorize formulas/steps and solving a problem.

I want improve upon my understanding and ability to create purposeful, contextually-relevant lesson and unit plans which are Backwards Designed, well scaffolded, and have meaningful formative and summative assessments (Goal 5).

Upon observing your class, we have learned a lot about the methods you utilize in order to help the students with mathematics and about how the students learn. Observing your class was both an honor and a learning opportunity for us, as you are an important, and well-respected faculty member in the school system. However, while we appreciate your goals and tactics to make learning mathematics easier for the students, we have discovered some flaws in the use of mnemonics, rules, and tricks for helping students understand the subject material.

The Case of Randy Harris describes the lesson of a middle school mathematics teacher, and how he uses diagrams, questions, and other methods to guide his students to a better understanding. Throughout his case study, Harris’ methods could be easily compared to that of the Effective Mathematics Teaching Practices. There are eight mathematical teaching practices that support student learning, most of which are performed throughout Randy Harris’ lesson. Harris didn’t perform each teaching practice perfectly, despite doing the majority of them throughout his lessons. The following are examples of how Randy Harris implemented the eight mathematical teaching practices into his lesson, and how the ones that were neglected should have been

When educating students, it is essential to their growth, that teachers have the ability to learn and grow with their students. Every child learns, thinks, and comprehends differently; therefore, the same material should be taught in multiple ways. For example, in my Math 106 class, all students solve the same problem, the teacher then has a few students explain and depict the different ways they received the correct answer. When a student has a difficult time explaining their method, Mrs. Graybeal provides encouragement and guidance; thus. Also, students who are having a difficult time solving the problem used one of the methods provided by a peer to help them comprehend and solve the problem. Math 106 teaches future educators the

There are several parallel thoughts concerning the mathematical learning process. NCTM Standard 1: Mathematics as Problem Solving outlines the expectations for students to refine their method of problem-solving by investigation and integration of

For the majority of these classes, I must rely on my own assessments to measure my effectiveness. Using the TI-Navigator system, I formatively assess students by sending questions to solve throughout the period. I then determine whether to address the entire class or to work one on one with a student. Often students mimic the mathematical process, but have little understanding of “why” so I assign writing journals to encourage mathematical thinking. Reading the journal provides me insight into the student’s understanding, their decision making, and any misconceptions they may have to guide my future lessons. Within my classroom, I integrate a variety of hands-on activities that expand my students’ understanding of mathematics: dressing as a zombie to model exponential growth, performing “Function Aerobics” to move as the graphs shift, and measuring football lights outside using trigonometry. I always seek innovative ways to teach mathematics that is relevant to my students’

Most of the units I teach are available in E3 or L1, so I will differentiate between the students as to what level they work at As I frequently have a number of foreign students speaking very little English when they join, I must remember to include LA1.3, LA1.6, LA2.1 and LA2.3 & .4. At the reviews the Functional skills tutors will feed in literacy and numeracy problems and goals to be addressed during the month, these I need to include in my lesson planning eg L needs to develop spelling and punctuation skills, so when planning the next lesson, I look to see if I can incorporate something to build on these eg word searches, or reminding him to be careful with punctuation in his writing. The student in the Initial Assessment (A) needs help and support with reading and writing, so a support worker needs to be written into every session plan to help. In many of the units I teach, class participation in discussions are expected and I must express myself clearly LS1 , LS2, LS3, LL1. I must plan my lesson carrying out LR1 & LR2. Embedding numeracy in a non maths lesson can be tricky, but in session (D) researching a flat and tenancy (IT) students had to work out much they would pay out to rent a flat (rent plus deposit etc) and in (E) designed a bedsit, incorporating measurements. Above all when planning a session I must produce a lesson that considers the subject content and criteria, it must be relevant

One strategy that I thought was useful was One-to-One Correspondence. It is important to teach students how to relate math concepts to real life objects and situations. Relating math to a student's personal life could help a student who is struggling in math. If the student could connect a math concept that they are struggling with to a personal connection, it could make the concept easier or more reliable to them. Many students always ask "Will we ever use this in real life?" when learning a math concept. It is important to teach our students how to use math in a real-life situation, so they are motivated to learn the concept and practice it every day. As well, relating the math questions or concepts to the student's interest will help motivate

In the article, Engaging All Students in Mathematical Discussion, it discusses four effective strategies in engaging children to think, discuss, and have a deeper understanding of mathematics. According to the article, the strategies are very important because there are moments where the student does not fully understand the lesson of the day or week because they are not fully engaged. The reason the students are not fully engaging is because the teacher teaching the lesson is not assigning a thinking level and/or listening role. The thinking level and listening roles are referred to as “taxonomies”, as in Bloom’s Taxonomy. In the taxonomies chart, it explains the purpose and how a teacher should be asking questions during the lesson or after.

The lesson plans were designed following the backward design process (Wiggins & McTighe, 2001) (2.2). Following backward design included considering the Australian Curriculum: Mathematics in order to identify the learning goals and decide on what evidence, both formative and summative would indicate that learning had taken place (Wiggins & McTighe, 2001). The students are introduced to

In light of the recent changes to the mathematics curriculum, reflect on the key issues surrounding mathematical subject knowledge for teaching.

For example, if we are studying geometry my guiding questions to plan would be, what would be the learner outcomes? What do I want the students to learn by the end of the unit? From here I would develop my instruction to directly target the skills that I want each learner to understand. Guskey, T. R. (2005) supports, “The second essential question is, What must students he able to do with what they learn? In answering this question, teachers must determine what particular skills, abilities, or capacities must pair up with the new concepts and material.”

Create lesson plans to reflect weekly and monthly themes in all academic areas such as Math, English, Science and Social Studies.