Observing a Math Lesson Essay

A standard in mathematicsematics provides, at the very(prenominal) least, is a inst altogether(a)ine or extinctline to loosely adhere to during the naturalise year. They are at the most though, designed to curricular goals and guidance for the math curriculum (Ferrini-Mundy, 2000). The direction of the future of math standards is equ wholly in ally big. The NCTM is focusing on having every state of matter adhere to the same standards. conventional t from each oneing and reading is now taking a backseat to an updated common-core driven era beca function the old shipway are dated for the dynamic of todays scoreroom. The big difference between a baseline and goal is the minimum requirement and the maximum success rate you are aiming for as a instructor. Just having standards in a classroom and pushing by dint of each lesson to achieve the popular opinion that you make it through each standard produce a sub-par acquirement experience. There should be goals, non just fo r getting through standards, just now an actual standard of come acrossing each standard. A certain dowery of students should be able to demonstrate a mediocre to high readiness of theatrical role control for each standard. Formative and summative assessments could be apply to analyze when it is time to move to the next standard.The separation of standards by state requirements show a difference in in the challenge the standards touch on from state-to-state (Great drills). After the NCLB Act of 2002, states were held accountable for the test scores, and even more than scores, the pass of their students. States submit their standards and questions for approval. There was a gap however in the quality of questions from each state. The NCTM is trying to find a happy medium for this. cardinal states now have adapted or at least let implementing the new subject matter standards in mathematics (Ferrini-Mundy, 2000). Classrooms are no longer made of just high and execrable learn ers. Classrooms incorporate such(prenominal) a vast and diverse dynamic that not only accepts a plethora of students that require distinctiated lessons, hardly also consist of students who learn in all seven styles (Burton, 2010).Being able to transc give the sack tuition above just delivering it to each student can prove to be challenging. The goal would be to not just deliver, but have students receive, circumnavigate and apply. Constructivist style teaching and learning offers a gateway to the success of this. Students recognize even subconsciously how they learn. Taking an active role in their proclaim learning and mathematical discovery is key to their lifetime learning journey. lucifer fuss resolving power, dynamic small group teaching and think correspond share offer an engaging premise for this learners right (Burton, 2010). This however does not mean every aspect of teaching from antecedent(prenominal) generations is lost. If it is not broke, dont fix it appli es to anything that was successful from all previous teaching methods throughout time. Traditional teaching methods are ideal for rudimentary levels of learning. This is evident when basic information needs to be construed to the students. How to do gain and subtraction type concepts do not require constructivist style learning. twain styles of teaching provide huge upside but also are handcuffed by cons if used exclusively in the class. Constructivist math programs leave low-achieving students behind. Traditional programs may be tedious to high-achieving students (McDonell, 2008). A combination of both should be used for the greatest success.LessonThe objectives of the lesson I observed was to establish two different ways to find the field of battle of trigons. This lesson was used as a base for eventually teaching composite figures and finding not only the area of them, but also the volume. The lessons incorporated problem solving and word problems, rise the effectiveness of the lesson. The teacher placed the students in group stupefytings. Within each group, students were given two separate problems. After the completion of each problem they discussed how the performed the work and came to find the dish. Once they all agreed on the answer and explanation, they groups were all shifted to a new table which held a new set of questions to solve and discuss. The standards used from the NCTM fall under the measurement and the process categories. It covers a majority of the two standards because of the variety of strategies used in the lessons. Below is all of the strategies used that were pulled from the NCTM website (NCTM, 2014).MeasurementsGrades 68 Expectations In grades 68 all students should understand both metric and customary systems of measurement understand relationships among units and interchange from one unit to another within the same system understand, select, and use units of appropriate size and type to measure angles, perimeter, area, su rface area, and volume.Process Standards problem SolvingInstructional programs from prekindergarten through grade 12 should enable all students toBuild new mathematical knowledge through problem solvingSolve problems that arise in mathematics and in other contexts confine and adapt a variety of appropriate strategies to solve problems Monitor and smoothen on the process of mathematical problem solvingReasoning and conclusionInstructional programs from prekindergarten through grade 12 should enable all students to disclose reasoning and proof as fundamental aspects of mathematics Make and analyse mathematical conjecturesDevelop and evaluate mathematical arguments and proofsSelect and use respective(a) types of reasoning and methods of proofCommunicationInstructional programs from prekindergarten through grade 12 should enable all students toOrganize and consolidate their mathematical thinking through communicationCommunicate their mathematical thinking coherently and clearly to peers, teachers, and others break up and evaluate the mathematical thinking and strategies of others habit the language of mathematics to exhibit mathematical ideas precisely.ConnectionsInstructional programs from prekindergarten through grade 12 should enable all students toRecognize and use connections among mathematical ideasUnderstand how mathematical ideas interconnect and ready on one another to produce a coherent integral Recognize and apply mathematics in contexts outside of mathematics missionInstructional programs from prekindergarten through grade 12 should enableall students to grow and use representations to organize, record, and communicate mathematical ideas Select, apply, and translate among mathematical representations to solve problemsUse representations to model and interpret physical, social, and mathematical phenomenaStandards in mathematics are important because it allows maximum learning. Being able to produce a lesson and then equivalence the standards allows educators to revamp or add to their lesson plans and implement more then they initially intended. A lesson can be drawn up and leave out simple elements that if added increase learning and meaning. The enhancement of the lesson will lead to a better success rate for the future lessons this one was meant to be a baseline for. A deeper understanding and comprehension of the area of a triangle makes the transition to composite shapes much easier to address. The methods used for this lesson were ideal. Strategies used were group work and a think-pair-share approach to explaining their conclusion of how they came to their answers we very effective. Although the text does not say, consentaneous brain teaching and modeling methods were used for the first half of the lesson. expression effective learning is important in this particular class because the class includes students who fundamentally have problems with simple multiplication even though it is sixth grade. Because of this, she also has to differentiate her instruction. This was done by not only devising appropriate group dynamics but also giving low students multiplication charts so that they may solve the work on their own. This was not counterintuitive at all because the purpose was to understand solving for area.The direct is low economic status, and technology is scarce. Technology was not used but could have been at basic levels. It could have been used to submit their work, to include their explanations. This would provide a means for accountability. It could have also been used for synergistic websites intended for solving area. Technology was not used, but manipulatives were. Each problem consisted of its own cut out to measure. One of the changes I would have made to this lesson would be to allow students to measure something around the classroom. I noticed rather a few triangular shapes in her class to include an abominable Avengers kite. Assessments of the lesson included exit cards f or that dayand when the section of the lessons was concluded, multiple tests were taken. The teacher used all of these assessments to her advantage. She addressed necessary review time because of them, make the overall lesson an absolute success. Other than allowing students free reign at the end I would not change anything about this lesson. This will be unless another lesson I steal and use for my own classroom.ResourcesBurton, M. (2010). Five Strategies for Creating meaningful Mathematics Experiences in the Primary Years. YC Young Children, 65(6), 92-96.Ferrini-Mundy, J. (2000). Principles and standards for school mathematics A guide for mathematician. Notices of AMS, 47(8), 868-876. Retrieved from http//www.ams.org/notices/200008/comm-ferrini.pdf GreatSchools Staff (n.d.). State standardized test scores Issues to consider. Retrieved from http//www.greatschools.org/students/academic-skills/626-state-standardized-test-scores- issues-to-consider.gs lee side Yuen, L. (2010). The U se of Constructivist inform Practices by Four New Secondary School Science Teachers A Comparison of New Teachers and Experienced Constructivist Teachers. Science Educator, 19(2), 10-21.McDonell, J. (2008). Constructivist versus tralatitious math programs How do we best meet the educational needs of our students?. (Masters thesis, Carroll University). Retrieved from http//content-dm.carrollu.edu/cdm/singleitem/collection/edthesis/id/2/rec/14 NCTM. (2014). thstandards and expectations. Retrieved fromhttp//www.nctm.org/standards/content.aspx?id=4294967312Winstone, N., & Millward, L. (2012). The Value of Peers and Support from Scaffolding Applying Constructivist Principles to the Teaching of Psychology. Psychology Teaching Review, 18(2), 59-67.