OBSERVING MATH INSTRUCTION

Observing Math Instruction

Observing Math Instruction

Introduction

In mathematics teaching of primary and secondary schools, teachers usually devise some mathematical problems for students to solve, such as mathematical proof, algebraic computation, numerical inspection etc. Most of them are characterized by their clear statements and definite targets. Obviously, they could have helped students to master mathematical knowledge and skills, however, these problems are far from all mathematical activities. In fact, whether it is a science subject or a mathematics activity, mathematics consists of two aspects: “problem posing” and “problem solving”. So, when the “problem” is regarded as the heart of mathematics, it seems to be not only the "problem-solving" object, but also the mathematical creativity which can be found.

Now that I have discerned an elementary numbers class, I have a better understanding of how numbers class proceeds in the joined States. As a foreign student, I have habitually marvelled about the teaching procedure and the distinct strategies of discovering math in the joined States. Ihave discerned a third degree class in P.S 150 in rulers, NY. Inot only had a large time but also was amazed to glimpse the classroom setting and the distinct types of manipulative that scholars are allowed to use. The teacher of the class was Ms. Debby. The class I have attended was a summer class, so there were only eleven students. The students were taught two hours of math every day. That makes it ten hours of numbers a week and forty hours of numbers a month. The book that the teacher was following was revised edition of Summer achievement Math by Patsy F Kanter, Kathi Hudson, and Shara S Hammet.

When I entered the school room, the first thing that came into my brain is it was a well-organized classroom. The class was decorated with signs and emblems pertaining to education. One particular decoration I observed was the number line placed overhead the blackboard. The educator clarified to me that the number line helps students to solve diverse numbers problems. On the corner of the room there was an ATTENDANCE journal dictating the amount of students present at the current time. The educator clarified that this assists the students in their adding and subtracting areas. Shapes were furthermore on the partition so they can become well known with the different form representations. Iobserved that in the back of the classroom, there was a gigantic shelf containing numerous publications coordinated in distinct levels like publications, realistic fiction, non-fiction, children find out, nationwide geographic world and so on. Throughout the class, there were some hanging instructions of how to take good notes, how to be good listener, and what rules to pursue during the exam. Ifurthermore noticed that in a exact locality of the classroom, there was a ledge containing different types of manipulative. Each scholar possessed their own kit to help them better realise and advance on their numbers skills. The distinct types of manipulative are Pattern blocks, dollars and coins, time journal, measuring cups and spoons, assess ...