Observing a mathematics lesson

Observing a mathematics lessonIntroductionThe world in which we hold out is numeral. In our everyday activities we get mathematics for instance there is need in everyone for numerical thinking as well as bother puzzle out in the run awayplace, at home, when in a shopping spree, etcetera In a world of such kind, you notice that those who comprehend and hind end operate mathematics will view immense opportunities that others lack. In fact, mathematical proficiency opens avenues to productive prospects. Conversely, lack of mathematical competency closes those doors. Usually, learners have alter abilities, interests and more fundamentally, needs. Yet each learner requires mathematics in his or her individual life, be it at home, in the workplace, and even in advertize study. All learners deserve a chance to esteem the power and brilliancy of mathematics. pupils should learn a new collection of mathematics nitty-gritty as well as higher level lively-thinking handiness whi ch are critical to problem solution. These permits them to work out fluently, interpret and to unravel puzzles innovatively and resourcefully.The objectives of this lesson is to enable instructors hold suitable strategies employable in problem solving and appropriate forms of mathematical assessment and further the correlation between problem solving and learners achievement. In the lesson, the standards in mathematics with regard puzzle solving are alike looked at, as well as problem solving and assessment in an inclusive setting.In the lesson, several standards put down by the theme Council of Teachers of mathsematics (NCTM) were addressed. The NCTM declares that students need to develop a range of strategies for solving problems, such as using diagrams, looking for patterns, or trying special determine or cases (NCTM, 2000, p. 7). These precept strategies allow learners to comprehend with ease abstract mathematical concepts and deliver these concepts realistic to learners perception. According to Hanson et al (2001), if all learners are outlet to gain knowledge of these strategies, then these strategies should be imbedded in and most significantly be taught across the curriculum. Beside strategies standards, NCTM also establishes the standards for mathematics assessment to help in enhancing encyclopaedism of mathematics and modeling and shaping teacher instruction. As a result, learners need to use assessments as a part of the reflecting process and work together in partnership with the teachers to determine the direction of learning in mathematics (Hanson et al, 2001).The teacher did discriminate instruction within a diverse classroom into mainly high achievers and the low performing learners. In this case, the teacher assailable low achievers to basic skills with limited exposure to operate higher-level problem-solving skills which were left over(p) for the higher performers (Grouws Cebulla, 2000). These low performing learners according to G rouws Cebulla, (2000) need to be exposed to more challenging curricula which provide first hand experience. For instance, rather than handing learners a worksheet, a more interesting puzzle might relate to an investigation of classmates involving the kinds of pets they have. From that basis, the class could create graphs depicting data, find partial comparisons (introduction to ratios and probability) and percents. Technology was not used in the instruction of the math lesson. For more effectiveness and credibly efficiency, technology can be incorporated into this lesson. For instance, the teacher can stimulate use a graphing calculator. This will offer learners an opportunity to collaborate and prove the puzzles to establish the solution, as they would in a real world situation. pedagogics mathematics needs a lot of reference lists. Teachers habitually have reference lists posted in their classrooms during lessons to which students can make reference when confront with a problem -solving situation. Mathematical problem solving indeed is a motley cognitive activity which involves numerous processes as well as strategies (Montague, n.d.). Stages involving worry solving are twofold representation of the problem and problem execution. In the lesson, the teacher used pictures or manipulative objects. Pictures and objects do help make the problems as well as concepts more real and concrete to students as nearly all mathematics concepts are abstract.Modern theories on teaching techniques discourage competition and instead promote collaborative learning. Competition as a teaching strategy demotivates and demoralizes the underperformers. As a teacher, I would shake up the classroom to accommodate more learner-learner interaction. Placing learners into cooperative learning and problem solving situations will promptly increase the interaction between the high-performing and low-performing students with the target of bridging the learning gap. Moreover, I would empl oy use of alternative assessments like portfolios and hands-on projects in order to improve strengths and weaknesses of each individual mathematics students. I would also include modifications like slowing the pace of instruction, reducing the process of thought from problem solving, using flip charts of the involved processes and strategies, and finally teaching from cognise to unknown, concrete to abstract and from simple to complex.ConclusionMathematical problem solving can best be taught by employing cooperative learning technique. Students should be provided with the processes, stages and strategies that make mathematics problem solving simple to learn. Teachers should also tump over providing real life mathematics situations to challenge students, and students will begin to appreciate the necessity and essence to be excellent problem solvers.ReferencesGrouws, D. Cebulla, K. (2000). Improving Student Achievement in math. Geneva, Switzerland International Academy of Educati on International chest of Education, Educational Practices Series -4.Hanson, et al (2001). Should standard calculators be provided in exam situations? An investigation of performance and preference differences. Applied Measurement in Education, 14(1), 59-72. Montague, M. (n.d.). Math problem solving for middle school students with disabilities. The Access Center. National Council of Teachers of Mathematics (2000). Principles and standards forschool mathematics.