Critical Assessment Of Teaching Elementary Students

Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

When many people think of elementary education, they think of reading small passages and learning the difference between addition and subtraction in easy, creative ways. Now, with the new Common Core State Standards implemented, today’s kids will have more things to worry about. They are asked more challenging questions and expected to have more rigorous answers. This does not set a steady learning pace for the average child.

The author explains how many students, especially those in the focused-upon second grade class, have difficulty explaining their “mathematical thinking process”. While they may provide correct answers using memorized calculations, they are unable to demonstrate their conceptual understandings or explain how they achieved the right results. As stated by the researcher, “it is important for students to be able to demonstrate their mathematical thinking as well as their method of solving a problem” (Kostos & Shin, 2010, p.223).

Kingstree Middle School is a rural area middle school located in Williamsburg County, South Carolina. The student population is 505 which 43 of those students have been identified as special education (SPED). The SPED department consists of six certified teachers and two paraprofessionals. Students in SPED have 504 plans which educational protects them under the Rehabilitation Act of 1973 (National Center for Learning Disabilities, 2014). The 504 plan indicates what services the students are eligible to receive under the law. Students who have 504 plans need special care with their education. Schools want to produce productive citizens who are going to assets to their communities.

The supporters of this perspective follow that the plain reason behind this involvement is that men are generally better in this field. Moreover, according to a research conducted by Kyriakides and Antoniou boys are more predisposed to fulfill harder math related tasks better than girls (1). This proves the idea that boys’ achievements in math are higher than those of girls.

To satisfy Ruth Ann’s request of addressing the deficiency of students’ math skills and integrating real world problems in laboratory classroom setting(Orrill & Hill, 2013), Maya should interview more teachers and students and visit more schools in the same school districts and city. She could also conduct more research from literature or online resources to gather both successful and un successful examples, suggesting some possible solutions regarding integrating authentic problem-solving activities in teaching as well as addressing the gap between the

It was apparent that the majority of my students struggled to understand the concept of multi-digit decimal division (question 4a-4c), multi-step decimal subtraction (question 1b) and complex multi-digit decimal multiplication (question 5). Students tended to do worse on word problems than any other type of question on this assessment. I think this may be because these questions required them to pull out particular numbers and use multiple steps to come to a conclusion instead of just being given a pre-set equation. Students had the tendency to use the incorrect operation when attempting

As most students go from an elementary school to a big junior high, it’s a big adjustment. The material in regards to math is also a very big change. It may get confusing and frustrating for the student as they are being introduced to new things everyday now. The book, Graphing and probability Word Problems: No Problem, by Rebecca Wingard-Nelson is a perfect 6th grade book. The book consists of a variety of word problems containing multiplication, division, probability, graphs, etc. and how to solve them or answer follow up questions. The book’s story line is to show that math is everywhere and teaches the students not to get frustrated while solving the problem. Each word problem character gives the reader 4 basic steps when solving the problem

In the course of this teacher evaluation procedure, I observed a classroom full of talkative high school students and Mrs. Crum, a very creative teacher, engage her students in their learning. First of all, the teacher began the class discussion by projecting several pictures of traditional Mexican dishes like enchiladas, chiles rellenos and tamales. Concurrently, she brought out a plate of fajitas as an incentive to get the students excited about the upcoming unit of study which was then given to a student. During the pre-observation conference, the teacher briefly described what I would see during my time in her classroom. However, she did not mention the “hook" she was going to use to entice students to participate.

One very effective way Mrs.Giles manages her classroom is through her CHAMP’s system. The way CHAMP’s is an acronym. “C” is for communication and how loud the class should be. “H” is for help, it tells the students if they’re allowed to talk to each other for help or if they need to raise their hands.” A” is for activity, activity represents the type of classwork the students are doing, such as book work, tests, or electronic work. “M” is for movement which represents whether the students are allowed to walk around the classroom or if they need to sit down. “P” is for participation, which means if they’re working independently or as a group.

School has always been set up in a way in which students are to come to school to learn from their teachers, however, it has come to our attention, from recent events, that this is not always true. I am president of the student body at the Arrowsmith High School, which is under your district administration and we are concerned with the way our teachers are being evaluated. It seems that we as students should have the opportunity to evaluate our teachers, for we are constantly being evaluated ourselves.

There were some small changes made to the original numbers in the word problems so that the numbers in the math word problems reflected single and double-digit addition and subtraction facts without regrouping. The planning of the segment includes Alejandra’s strengths in math to solve single and double-digit addition problems with 70 % accuracy and creating problems that she can easily read, solve, participate and help her take ownership of her learning. Concepts that Alejandra is unable to understand will be reviewed and repeated through direct instructions, and modeling with the teacher. In addition, lessons 1 through 4 include guided practice. Alejandra along with other student will be asked questions during the instructions to make sure they are correctly following and understanding each segment. For example – why did you choose these operations (addition and subtraction)? How does the large and small part fit in to the equation? Modeling was done to describe Alejandra’s thoughts of the choices she makes on selecting operations and components in the word problems in familiar

[“Everyday Mathematics” is the math curriculum the school uses currently. The 5th grade general education teachers do not follow this curriculum. They develop their own lesson plans every week and align them with Minnesota Education Board standards for the 5th grade. I have developed my lesson plans keeping in mind my focus learner’s annual math IEP goals. Since there was no specific textbook used to teach math, I decided to base the content of the learning segment based on a research-based intervention called “Solving Math Word Problem: Teaching Students with Learning Disabilities Using Schema-Based Instructions done by Asha K. Jitendra in 2007. The features of the above evidence-based intervention align with state and national standards,

Combinations and permutations caused some grief. The concepts were easy, but, when applied to complex word problems I found myself struggling.

The purpose of reviewing this literature is to see if there is evidence that there is a correlation between gender and math anxiety and, specifically, whether there is a higher frequency of math anxiety among female students than male students. Current literature shows that there is no difference in actual aptitude for mathematics yet there remains a perception that males are stronger mathematics students (Spelke, 2005).