Instructional Strategies Of Learning Math Class

I was sent to observe Mrs. Cannon 's 1st grade class after she contacted Dr. Jekyll at Athens State. Upon entering Mrs. Cannon 's classroom I noticed that her room is colorful and the student 's work is displayed all around her room. The desks are in rows, there is a Math Center, and there is a rug as the reading area.

During the months of September and October this semester I spent time at two different schools in four different classrooms. Being able to observe different classes and teachers at Westside Junior High and South Live Oak Elementary was a very new and exciting experience for me since I can’t say I’ve always wanted to be a teacher. My experiences at these schools gave me a better insight into the differences between schools, classrooms, and teachers. The purpose of this field experience was to get 10 observation or tutoring hours in an elementary or junior high setting. I chose to observe a

strategies and learning tasks to re-engage students (including what you and the students will be doing)

What preparations have you made to anticipate students’ prior mathematics knowledge, students’ differentiated responses and knowledge, and their evolving mathematical thinking throughout the lessons?

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

This week I was observed during a particularly challenging math lesson. My lesson was elapsed time. My hope was to successfully try Sherry Parish’s, Number Talks method that Sabine Smead at Boulder County School for Integrated Studies, had introduced and modeled for us the week before at Friday Seminar.

In this class observation and interview, it will be conducted with Mr. Fulton which is a math teacher at Governor Morehead School; which is located in Raleigh, NC. Mr Fulton’s class period meets from 2pm to 3:30pm. The Governor Morehead School for the blind which encourages students to strive for the highest levels of educational excellence. Mr. Fulton coming from a general education curriculum to a school defined as special needs is a change, however he expects the best from all his students. Mr Fulton can be reach via school phone number which is: 919-733-6192. I will attempt to show you what I learned when observing Mr. Fulton’s math class. I will let you know a secret, I do not math; especially Algebra.

Powell and Mrs. Molton’s class. My class was overcrowded and almost ten days into school a third of my class was taken to create a whole new class. Mrs. Powell was a new teacher and did not have much experience with young children. She was fresh out of school, single, and first grade was not her first choice. This attitude rubbed my parents the wrong way, but they never made me aware of their disapproval until I was much older. Personally, I enjoyed Mrs. Powell’s class. I remember even wanting to get to school early so I could play counting games in her room. First grade was a big year for math and it was the first time I had timed addition and subtraction tests. I had never been rushed to take a test before, which made me very anxious. This was the year my testing anxiety really began to emerge. I believe that my anxiety fed off of the teacher’s attitude as well. When Mrs. Powell became angry or was overwhelmed by her twenty, six year olds, she would assign a silent math test. In the long run, I see that it was good practice for my math memorization, but at the time, the stress was like nothing I had ever experienced. First grade was also my first year for spelling tests. Mrs. Powell taught us tricks to memorize words that I still use

As an elementary and special education major, I observed a fourth grade class at Burris Laboratory School in Muncie, Indiana. From my observations, I will be discussing what I witnessed based on the questions I was asked to observe on. I was able to observe Mrs. Haughn, who was teaching the students’ math at a fifth grade level. We were assigned a time to go and see how the teacher organized lesson plans, the content during the time period, identify items in the classroom, we would want in our future classrooms, how students participated, the overall environment of the classroom, and how the content was being taught.

Just next to the erasable board there is calendar that displays the student’s birthdays. On the south end of the the classroom a smart board is available for the classroom. Next to the smart board there is another erasable board that the teacher writes down a list of skills that the students have and will learn for each week. My favorite part about the classroom was the reading section of the classroom and the library of books available to the students. The south-end length of the classroom has book cases filled with a variety of books. The books are organized by subjects ranging from popular chapter books such as the Diary of a Wimpy Kid, Captain Underpants to science and holiday themed books. The reading area has a a colorful round rug and a rocking chair for the teacher to sit in and read to her students. Next to the reading section there is a round table that the teacher has available for students to come sit at when they need additional help. Furthermore when entering the classroom the west side of the classroom is filled with large windows with beige roller shades. The teacher made use of these shades by taping large easel pads onto the shades. These large easel pad are used for visual learning to refer back to when they are working on math, reading, and language

Manipulatives and Models to teach Algebra Concepts (6 points) Identify and explain how specific (by name) manipulatives, mathematical and physical models, and/or technology can be used to teach Algebra concepts for the following strands for a total of 3 tools. See Section 2 directions for more detail. Remember to include references and represent at least one concept from the following strand with a minimum of one of each tool (manipulative, model, and technology) represented in the section.

During its first year, high school students traveled to Amidon-Bowen Elementary School in Washington D.C. once a week and helped ten 4th and 5th grade students improve their math skills by learning how to apply them. While attending Spelman College in

The teacher interviewed and observed was Mrs. Linda Grill, she has twenty-eight years of experience. Her first ten years of teaching were at an inner city school in Los Angeles, where she said, “I was the only white person there.” For the last eighteen years she has been teaching a variety of grade levels at Aurthur Hapgood Elementary in Lompoc, current she teaches kindergarten. As I work at the same school as Mrs. Grill, I interview her almost daily, for the purpose of this paper the majority of the interview was completed two days before the observation. The formal observation of a kindergarten math lesson occurred on Friday September 16th at 10:10 am, immediately following the morning recess.

On the first day of Math 10, I arrived early and sat in the front row. A short while after I walked in, other students grudgingly walked to their seats and the teacher finally walked in. She gave us all a big smile, and began the lecture. Although she made it seem like the class would be hard since the course would be covered