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Analysis of observed math instruction.

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Observe an elementary mathematics lesson. Write an essay that addresses the following issues and summarizes your observations:

(1) What is the importance of having standards in mathematics? How do standards improve mathematics instruction? Compare and contrast traditional mathematics programs versus constructivist-type programs in addressing the standards. What are some of the limitations of both types of programs? Use scholarly research to defend your rationale.

(2) What was the objective(s) of the lesson?

(3) What National Council of Teachers of Mathematics (NCTM) standards were addressed?

(4) What is the importance of having standards in mathematics? How do standards improve mathematics instruction?

(5) What types of methods did you observe the teacher using? Give specific examples to support your observations?

(6) Did the teacher differentiate instruction within a diverse classroom? If so, how? If not, how might the teacher have differentiated the instruction in a diverse classroom?

(7) Was technology used in the instruction of the math lesson? If so, how was technology used? If not, how could technology be used in this math lesson?

(8) Did the teacher use any concrete or manipulative objects, and, if so, did the teacher use them effectively?

(9) How did the teacher assess learning in the classroom? Name the types of assessments used.

(10) What changes might you have made to the lesson?

ii) Include a copy of the lesson plan.

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Solution Summary

Description, discussion of and nalaysis of observed mathematics lesson on linear measurement.

Solution Preview

To be sure that I addressed all parts of this multi-part posting, I have copied and pasted the assignment instructions here.

(1) What is the importance of having standards in mathematics? How do standards improve mathematics instruction? (These two questions are repeated, and are answered in part 4) Compare and contrast traditional mathematics programs versus constructivist-type programs in addressing the standards. What are some of the limitations of both types of programs? Use scholarly research to defend your rationale.
Constructivist theory mathematics programs present materials using an inquiry method, as espoused by Dewey, Piaget and others. This means that students are given authentic activities which they can use to construct meaning as they add new knowledge to knowledge they already possess. They also use inquiry, sometimes called discovery, to observe interactions and draw conclusions regarding curriculum content. This approach works quite well in science, where interactions with living things and chemical substances can be observed and conclusions drawn about processes. This approach works less well, in my opinion, with factual information which needs to be learned and then applied, like mathematics, including linear measurement. Some discovery activities using measurement can certainly be introduced after students have the basics. There are a number of articles on Mathematics teaching and constructivist theories at the following Web site: http://mathforum.org/mathed/constructivism.html. ...

Solution provided by:
Dianne Stephens, EDd (IP)
Education
  • BFA, University of Georgia
  • BSEd, University of Georgia
  • MED, University of Georgia
  • EDd (IP), Northcentral University
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