What Is Intentional Teaching?

As a math teacher, I answer the following question at least once a week: “Am I going to use this in my life?” The first thing that comes to my mind is: “You will use math to pay your taxes, take your car to a mechanic, compare the number of hours worked and your paycheck”, among others. “When a topic connects to what students like to do, engagement deepens as they willingly spend time thinking, dialoguing, and creating ideas in meaningful ways. Making learning contextual to real-world experiences is a key learning technique with differentiating for student interests.” (McCarthy, 2014). Knowing the interests of my students is essential for them in order to master the material being covered in class. In addition, this gives me the opportunity to create a differentiating classroom. A few months ago I talked with the administration in my school and I let them know that my desire is that students have the opportunity to go to college or university to complete a degree,

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).

How are your lessons designed for student learning of mathematical concepts, procedures/algorithms, and mental math strategies through problem solving?

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.

A classroom with a critical and creative thinking environment provides opportunities for higher-level thinking within authentic and meaningful contexts, complex problem solving, open-ended responses, and cooperation and interaction. Many students see math as right or wrong and they don’t question or explore more. As a future math teacher, I want students to learn to question, be critical, and be creative. I want my future students to feel engage in exploration and investigation. I want to equip my students with higher levels of thinking and engagement and make mathematics more relevant and meaningful.

Another idea to improve mathematics performance in elementary level is to encourage the student to link the existing knowledge and the new knowledge effectively while working math problems/examples. A worked example is “a step-by-step demonstration of how to perform a problem” (Clark, Nguyen, & Sweller, 2006, p. 190). This will prepare the students for similar problems in the future as they bridge the connection between the problems and the examples. In many cases, students are encouraged to link the informal ideas with the formal mathematics ideas that are presented by the teacher to be able to solve problems. When students examine their own ideas, they are encouraged to build functional understanding through interaction in the classroom. When students share among themselves on differences and similarities in arithmetic procedures, they construct the relationship between themselves hence making it the foundation for achieving better grades in mathematics. Teachers can also encourage students to learn concepts and skills by solving problems (Mitchell et al 2000). Students do perform successfully after they acquire good conceptual understanding because they develop skills and procedures, which are necessary for their better performance. However, slow learning students should engage in more practice

This artifact addresses the standards of content/subject matter, diverse learners, instructional strategies, and methods of teaching in several different ways. The artifact deals with the content of 8th grade math, in this particular artifact it deals with slope, proportionality, and slope intercept form. With using these concepts, I used a variety of strategies including creative thinking and problem solving to make questions. I was also able to create opportunities for diverse learners in this lesson with the strategies and methods of the 8th grade math content. When creating this lesson it was not my goal to interconnect these four standards, it was after reflecting on the lesson that I observed I connected these four standards in my lesson

Of the effective classroom practices discussed in this Module, select two. Describe their importance for teaching mathematics. Discuss how you plan to put these practices into effect in your own

Marilyn Burns attest to the fact that more learners are unsuccessful in math than any other core subject, Dylan William’s believes with application of principles effective lessons can be constructed to take shape where learners can progress to the top 5 in intercontinental standings in math. Robert Marzano, on the othehand, ascribe to vivid learning objectives with employing the chunking procedure to increase learning along with continuous check points for

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

1) Explain how you think the Intentional Teaching Framework will help you learn in this course.

As a mother, homeschooler and coach, Teresa Carter, the founder and author of MathUsolve.com, believes that mathematical problem solving should be part of every child’s curriculum. It is because during her years of coaching students as well as her own young children, she has discovered that problem solving helps students develop deeper understanding of mathematics. As many students do not believe that they would ever be very good at solving problems, her goal has been to help her students develop confidence in their own mathematical ability by helping them become better

Math lessons can be written with the influence of the arts at locations including both the target objectives as well as the learning activities. This lesson plan has students participating in these art influences to help attain mastery and retention. These activities are very important for Sousa says that teaching the arts enhances our cognitive and emotional growth (2011). The students will be experiencing the art through the visual perspective

Based on several studies, one of the best ways to understand mathematical ideas and apply these ideas is through the use of manipulatives. Students explore these manipulatives, however, it is important that they make their own observations. The teacher then should model and show how to use the materials and explain the link of these materials to the mathematical concept being taught. Schweyer (2000) stated that students learn best when they are active participants in the learning process where they are given the opportunity to explore, assimilate knowledge and discuss their discoveries.

Intentional teaching: Intentional teaching extends children’s thinking and builds deep understanding. Intentional teaching occurs in emergent and planned experiences.