Math Observation In Mathematics

You have a child who in class usually participates well and is happy, very outgoing and confident but one day they come into class looking sad and is very quiet.

After my observation I came to the conclusion that the subject meets the milestones and stages for the physical, cognitive, social, and emotional development. Judging from the drawing that the girl made we can assume that the girl is gifted. According to my naturalistic observation there is nothing unusual in the development of the girl. According to her age she is absolutely adequate.

Yanni is a 9th grade student who has difficulty keeping up with classmates of the same age in a developmentally appropriate learning environment. Yanni has extreme difficulty with comprehending what he reads. Since he doesn 't monitor his comprehension when he reads, he doesn 't recognize when he is "getting it" and when he is not. He works at a much slower pace than other students and requires extra time to complete certain tasks; he never forgets to do his homework and has no difficulty with planning. Yanni has a hard time remembering information - memorizing is very difficult for him. This leads to poor recall of facts, as well. Yanni prefers math to ELA. However, he continues to need encouragement in math. He often gets confused in math and cannot communicate his thinking. His basic math facts are not yet in

The child reported no difficulties in her school environment. She enjoys learning and has developed good friendships with other children. She experiences the adults and teachers in the school

Marta is in fourth grade. She is the oldest of four children. At home, she is often taking on the role of translating for her Latino family. Marta performs excellent in school. She has been labeled as Gifted and Talented, but she is also on an IEP because she is an English Language Learner, considering English is not her first language at home. She is very comfortable in her ELL classrooms and often uncomfortable in her inclusive classrooms. Her teachers have classified her as talkative but she is often asking for clarity from her peers, when she does not understand the teacher in class.

She has always been critical in her comprehension and her thirst to delve deeper into the matter has been beyond the normal classroom experience. After reading about a character, she would question their motives and ideals in respect to the plot.

The case study depicts Sally as a happy and well-adjusted fourth grader. Sally is described as having several strengths in the classroom, one being that she is very social and “popular” among her classmates, particularly enjoying dramatic play and other imaginative activities. Other strengths of Sally are a love of books, reading, and spending time in the library. She seems like a very motivated learner, and seeks out opportunities to read with her older brother. Some of Sally’s weaknesses in the classroom appear to be her “activeness” in the classroom. It is noted in the class scenario that Sally, at times, interrupts during class time and exhibits “fidgety” behaviors, such as, chewing on her sleeves

I have had the pleasure of teaching Maiyuki Druen for three years; as an 8th grader in Advanced Geometry, as a sophomore in Math 174 Dual Credit Pre-Calculus through Morehead State University, and currently as a junior in AP Calculus. In 8th grade, Maiyuki chose to arrive at school an hour earlier in order to take Advanced Geometry at the high school. She was by far the best student in the class, even though she was in a class of extremely bright freshmen and sophomore high school students. Constantly pursuing opportunities for herself, as a sophomore, she chose to take a dual credit class designed for juniors and seniors. She requested special permission in order to take this college level class as a sophomore, and it was granted based on her stellar academic record. She continues to push herself academically in my AP Calculus class. She accepts the challenging problems I assign to the class as an opportunity to further develop her understanding of the mathematics we are studying. She often spends time analyzing the different approaches to a problem in order to determine the best course of action, and will diligently work the solution discussing her results with her peers. Often I will observe her having a discussion about the problem solving process with a fellow student rather than just conferring about her solution.

Nathasha Ventura’s face was a welcoming sight as I did my case study assignment with her. She is such an easy going and caring spirit. Nathasha is 11 years old in the fifth grade. Because Nathasha is my cousin and I have had the privilege of observing her in the classroom over the past couple of years, I knew that she had grown accustomed to the norms and regulations of the school system. I would also see her eagerness to participate in class and her friendliness as she greeted her friends and interacted with them in the hallways and during lunch time. However, when it came to her schoolwork, she does not play around and means business. Since her house computer was damaged by a virus, she has had to visit the library frequently to use the

Based on the information provided in case study Vera has no particular peer she faces conflict with over and over. Vera is disruptive to class during most of the day, seeking attention from the teacher good or bad. She has a difficult time following rules and directions. She doesn’t do well with sharing material, discussion time or outside play. Most activities that involve other children are a challenge for Vera. Vera struggles with outdoor play, small group play and group activities. When things do not go as Vera wants she has tantrums, screams and yells or tattles on

“Orchid” is an excellent student. He loves to read, especially chapter books. He works very hard and makes high marks on all his student work. He is quiet but works well with other students. He lets to create things with blocks and Legos. His mother is an active participant in the school and the classroom. She works with “Orchid” at home and it shows in all the things he does at school. He does not like to disappoint and because of this he can be quite emotional. He wants to do his best one hundred percent of the time.

While observing the students in my classroom, I focused on how engaging and motivated they were. The eighth graders at Pine Forest did not have a good seventh grade math teacher, so the students are very behind. They know that they are behind because Mrs. McLamb tells them all the time. Instead of it discouraging them, it motivated the students to want to learn. They know that they must catch up, so I saw the students trying their best to stay focused and be engaged. I noticed while observing that a majority of the class was engaged. I honestly was not expecting this in a math class at 7:30 in the morning. The first day I got there, one student said they had the best math scores in the entire county. So, Mrs. McLamb pulled the up the previous test scores and showed them they were third. I could tell the kids did not want to be third and wanted to be first. They found a reason to learn, and I think that is very important. I did notice that students were not taking notes. I found this odd because it was obvious that they wanted to learn but they never took any notes.

Observations for Jose took place on his science and math classrooms respectively. At the beginning of the class, the teacher asked a question to the group, Jose raised his hand to answer. He remained quiet on his desk while teacher explained the lesson in detail to the whole class. During the rest of the class, he remained seated on his desk and participated in the discussion at the proper time. The teacher showed a video to the class and asked some questions, most of the class tried to answer them, but Jose didn’t seem interested as he was with his head down on his arms. Next Day during the math period, students were working in small groups. Jose actively participated in the class discussion. He reviewed his paperwork with his peers and asked a few questions to the teacher’s assistant. Jose followed the teacher commands until the class finished. During the interview process, Jose mentioned that his favorite subjects were reading and science, conversely the subject that gives him most trouble is English because kids in the class laugh at him. Jose thinks that learning is natural for him and he can complete assigned works but doesn’t feel being as smart as the other students. When with his friends, he likes to hang out, play games and soccer. About his other classmates, he stated not getting along with them because they are always pushing or tickling him. Jose reported having no problems with the teachers or at school in general. On weekends, he usually enjoys of playing with

The student that I am observing is AIG in Math, but the class that I typically observe her in is Modern I. One of the things that I immediately noticed about this student is that she is social with her peers, but only at the appropriate time. From observing her, she is gifted because she is able to do things above and beyond of her peers. For example, in dance she will ask my cooperating teacher what else she can do or how she can make what she is already doing better. She is the student who is always looking for ways to improve or go above and beyond.

Without application of knowledge to this world, especially when a particular knowledge is not being used to its fullest potential such as history and mathematics, it can distort our knowledge on world problems. Both subjects are very significant in life and everyone should have some knowledge on it. The lack of knowledge of both subjects would make things more difficult for numerous of people when it comes to world problems that can affect life such as health/medical problems and future events. The two areas of knowledge that will be focused on are History and Mathematics. History and Mathematics are both very significant and helpful to us humans in this world.