Description
This observation is of an eighth grade mathematics class, in which algebra was being taught. The objectives of the math lesson included to “appreciate the usefulness, power and beauty of mathematics,” and to “recognize that mathematics permeates the world around us,” which are core objectives of the middle grade math curriculum (“The Middle Years Programme – MYP,” 2008). This specific lesson on the day of observation was linear equations, with an introduction to word problems at the end of the lesson. The ages of the students were around thirteen years old; the teacher was in her early 20s and was African American. The classroom was small, only containing twelve students of various ethnic backgrounds. Also, the classroom was specifically arranged and designed as a math class because the posters on the wall, the props, and the computers were all set up for math lessons. This is a middle school that comprises grades seven through nine. Overall, the teacher observed Exceeds Expectations in meeting the objectives of the lessons and of the grade-appropriate and age-appropriate learning.
1. Connection of Field Experience to Course Objectives
Candidate’s performance and response to field experience is clearly connected to course objectives and makes connections between theory and practice. When it comes to mathematical theories and pedagogical practices for instructing eighth graders, this teacher did an excellent job. Linking theory to practice, the teacher fulfilled the main course objectives including bridging the gap between abstract mathematical principles and the real world application of math (Van de Walle, 2014). It is interesting to note how the teacher being observed integrated culturally competent models of instruction. As An, Kulm & Wu (2004) found, instructional methods and lessons used in China differ considerably from those used in the United States, with tremendous implications for pedagogical practice. In the United States, teachers use different approaches to stimulating a creative approach to math, which is conducive to the overall learning and course objectives. However, the Chinese...
References
An, S., Kulm, G. & Wu, Z. (2004). The pedagogical content knowledge of middle school, mathematics teachers in China and the US. Journal of Mathematics Teacher Education 7(2): 145-172.
“The Middle Years Programme – MYP,” (2008). OIS. http://yayoi.senri.ed.jp/ois/curriculum/maths_aims_objs.htm
Van De Walle, J.A. (2014). Elementary and middle school mathematics teaching development. Fourth Edition. http://floridastateseminary.com/wp-content/uploads/2014/10/Math-Quest.pdf
Webb, N.M. & Farivar, S. (1994). Promoting Helping Behavior in Cooperative Small Groups in Middle School Mathematics. American Educational Research Journal 31(2): 369-395.
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