NCTM Process Standards

The key themes that run through the In TASC standards aim at improving learning and include;

Essential aspects that underpin the professional and dedicated educator include the revising of knowledge and experience, reflection, and an effort in understanding their students. Within mathematics, these skills are informed by the curriculum chosen, the students involved, and the pedagogy that is selected, that create the professional judgement cycle (as seen in Appendix One) (Department of Education and Training Western Australia [DETWA], 2013a). The more teachers understand about their students, the more they can adapt the learning environment to cater for these different learning approaches (Burns, 2010).

TSS). Over the last two years, staff has received training in CITW strategies, which support s and provides best practice instructional strategies for the core instruction of our MTSS model. In addition, the district emphasizes that staff utilize a variety of data to inform instruction at all levels of support.

Reason abstractly and quantitatively- It’s important that students are able to pause during solving the problem and continue to analyze, reflect and strategize for the solution as needed.

While students are working, the teacher will walk around to observe and listen for student thinking. The teacher asks students about their reasoning for selecting a particular box and consider asking more open-ended questions that elicit their thinking. Teacher makes some notes and evaluates the students' ability to place fractions in the correct boxes and how they are making sense of the task.

will be provided to the students to test their understanding. After it, the solutions are also

Teachers play an important role in fostering mathematics skills. In the “play dough” (Appendix A) episode, the educators can push student thinking and place the burden of thought on the student. Strategic questioning can really promote higher order thinking a natural integration between math and play (National Council of Teachers of Mathematics [NCTM], 1999). Questions such as “How can you tell which one is the biggest/smallest? How do you put them in order? Teachers should be encouraged to think about, not only the questions they are asking as children are working but also the frame that sets students off to larger problem solving and mathematical discoveries – measure and compare the lengths and capacities (ACARA, 2016). It is important for teachers to think about the questions that are embedded in the task itself but must also analyse the questions to ensure that children are set on a path to deeper understanding of the concept being taught rather than rote regurgitation – as evident in the play dough experience chosen. When it comes to questioning, educators “need to know when to probe, when to wait for answers and when to reinforce responses and when not ta ask questions” (NCTM, 1999, p.187). As seen in the ‘play dough’ (Appendix A) activity chosen, educators can introduce the mathematical concept of measurement and connect new knowledge with old through the use of effective questioning which crates a “link between actions and the language” (Knaus, 2013,

Below grade level students will be given further instruction from the teacher during the activity. The teacher may remind the students to use the strategies listed on the anchor chart. The teacher may ask the student key/probing question to discover more about their thinking process and provide further instruction where it is needed. The teacher can assist student’s who are still struggling by folding their paper, placing the students focus on a particular part of the activity

James read the 5 steps to pre-problem solving skills which are to think ahead of possible trouble, P-OK-E it, consider the consequences, practice no, congratulate

The best part of this technique is when the learner reflects another question back to the class and the teacher. This is a demonstration of the learner processing the information and thinking ahead and probing for more information.

Reading these there is no telling what they are asking for. It is not until you are finished with the list of instructions that they explain that they are a list on tasks on how to build a proper snowman (Lizabeth and Novak, 2014). Once you know that the list on instructions are for that one task it all starts to make since. It is similar to a person and how they view themselves. If you know that something makes you angry you most likely try and avoid that certain situation. Due to the fact that you have a schema of that certain thing and how it makes you feel. With Schema you know through past experiences and beliefs what your strengths and weaknesses are. You can tell what is going to make you comfortable and uncomfortable. This concept relates to the course because it is how one’s self sees themselves in the world. It is how they know what is to come from them interacting with the world and how they will be affected by it (Lizabeth and Novak,

The teacher should demonstrate solving a problem and observe whether the learner can imitate the

First, students should be in a preset learning position in which they have greater attention and openness to the explanations and instructions. After presenting the learning objective, the material available and expected products, the student participation is requested to do a review about concepts and procedures, in order to review the steps to solve equations with binomials and polynomials. At this point, it is important to consider the appropriate momentum (Saphier and Gower, 1997) to keep lesson in motion by overlapping to maximize time taking attendance while the review is done, and provisioning to get all the necessary materials to avoid breaks in the process. Students are organized into working groups (a maximum of four participants) for the purpose of activating cooperation, as well as the dialogue and discussion about solving equations. Once students are ready to start its work, the teacher presents a summary of the most important aspects to consider during the process of solving the equations, circling around the working groups, answering questions and reviewing the progress of the students. This could be more effective if the instruction is subdivided (Saphier and Gower, 1997) by socializing and requesting some answers for example, and also by asking how they got to step two or three before reaching the solution, so that the lesson is flexible and accessible for all students - according to their level of ownership – since (Darch & Crichlow, 2003) teachers can

It is important to teach or at least try to teach students problem solving related to math. Problem solving plays a big part in the math process. Teaching problem solving is beneficial to students because helps the students find solutions when struggling. It helps math to be more interesting and less stressful. Students see math with less negative reaction and more hope. Problem solving helps and improves student’s ability to think, solve, and find solutions. It is important for students to have the ability to have problem solving skills and this is what it teaches the students. Ultimately, problem solving helps students focus increase and learn what works best for them.

Otherwise, Presentation Method has specific rules and steps in the procedure of application. These are,(1)Presentation-Target language set up/marker sentence, Vocabulary pre-teach, Context building/ scene setting, Elicitation, Standardization/Finger correction error, Drilling, Board stage, Concept question,- (2)Speaking practices,(3)Listening practices, (3)Reading practices, (4)Writing practices,(5)Games,(7)Testing