Community Project. Dolly Thomas. Albany State University.

al. 2014. p.451). By using questions, it helps engage the students and makes them think about the topic and then share the ideas that they have with the class. It also is important to increase the wait time to let all students think of ideas (Ornstein et. al. 2014. p.451). This allows all students to be active in the classroom. Mrs. Z used this effectively in her classroom.

This program is appropriate in a diverse, 4th grade general education classroom. The modules are made up of “Topics” and “Lessons” that are aligned to Common Core State Standards (CCSS). Each module provides the foundational standards needed for the lessons (i.e. CCSS from the previous grade), as well as the focus grade level standards. The first module introduces concepts which are then spiraled within the next module’s focus. While the modules are thematic and based on each mathematics domain (base ten numbers, geometry, fractions, data, algebraic thinking), some standards are seen across topics and lessons. Each lesson has allocated time to four major components: fluency practice, concept development, application problems, and student debrief.

I have had the pleasure of teaching Ally in class for three years; in Advanced Geometry as an 8th grader, Pre-Calculus as a sophomore, and currently as a junior in AP Calculus. In 8th grade, Ally chose to arrive at school an hour earlier in order to take Advanced Geometry at the high school. Even at that young age she knew she wanted to take advanced math classes and push herself academically. Ally's greatest strength in class is her inquiring attitude. She has an unique ability to analyze and reflect on the problem-solving process. While solving complex mathematics problems, she will refine and improve her problem-solving strategy to obtain the correct solution. When I give her exams back, Ally critically examines her mistakes to learn from them often sharing her findings with her peers.

There are three main focuses to engage children in discussion small group, large group, and pairing. Mr. Reinhart wants the student to be responsible for their own understanding of math, as well as why the math is important to the student. Allowing students to process what they are learning is the most important part of understanding. “Increasing wait time to five seconds or longer can result in more and better response” (Reinhart, 2000). Another important concept that Mr. Reinhart mentioned in the article is “Be nonjudgmental about a response or comment” (Reinhart, 2000). Encouragement is the key in making students feel successful and allowing students to listen to their peers and respect differences in learning

Marilyn Burns attest to the fact that more learners are unsuccessful in math than any other core subject, Dylan William’s believes with application of principles effective lessons can be constructed to take shape where learners can progress to the top 5 in intercontinental standings in math. Robert Marzano, on the othehand, ascribe to vivid learning objectives with employing the chunking procedure to increase learning along with continuous check points for

I have had the pleasure of teaching Savannah Guelda in class for three years. As an 8th grader, she chose to arrive to school an hour early in order to take Advanced Geometry at the high school. Last year, she was in my Pre-Calculus class as a sophomore, and currently she is in my AP Calculus class as a junior. Savannah’s greatest academic strength is her persistence. She will always continue to struggle through the most challenging problems to determine the solution. I can often find her arriving at school early to ask me a question or clarify something that she has worked on. Not only satisfied with the answer, she wants to accomplish the deeper understanding of what she is learning in mathematics.

“Helping students develop mathematical dispositions in which they share their ideas, discuss others’ ideas, and so on, is always a challenge,” (The National Council of Teachers Mathematics, 2003, P. 151). I found this quote and reading to be very relatable, in the sense that students can often struggle to come up with their own ideas. This was definitely true for me and my group when we were working on the locker problem in class. In the book and in class, discussions can really benefit students and keep them engaged. “To encourage all students to contribute to discussions, the teacher should ask other students to explain their classmates ideas,” (The National Council of Teachers Mathematics, 2003, P. 153) this statement made me think of dialogic teaching. Dialogic teaching is students having a rich discussion amongst each other while being guided by the teacher. The students find out the answer on their own and the teacher does not tell them. So social norms and classroom management plays a big role when students problem solve.

As a mother, homeschooler and coach, Teresa Carter, the founder and author of MathUsolve.com, believes that mathematical problem solving should be part of every child’s curriculum. It is because during her years of coaching students as well as her own young children, she has discovered that problem solving helps students develop deeper understanding of mathematics. As many students do not believe that they would ever be very good at solving problems, her goal has been to help her students develop confidence in their own mathematical ability by helping them become better

There are many subjects that students don’t understand math is one of those subjects. Teachers do their best to teach students, however students just don’t understand. Paul did not understand his math because he could not learn with the class. Paul asked his teacher to tutor him, he did better in Math because of the tutoring. There are certain projects that push students out their comfort zone ( Tenenbauma 9 ). Paul and his class were given the assignment to write a math essay. This assignment pushed paul out of his comfort zone and he failed, if this assignment did not push him he would have done better. Students also have difficulty completing a assignment with limited time, paul was asked by his teacher to complete ten difficult math problems in twenty mins for a grade as a result he was not able to finish and he got a bad grade. If he had more time to complete this assignment he would have done better, but being rushed like this made him fail the assignment ( Tenenbaum 9 ). If students has more time to understand and complete their assignments. They would do better and they would be less

To satisfy Ruth Ann’s request of addressing the deficiency of students’ math skills and integrating real world problems in laboratory classroom setting(Orrill & Hill, 2013), Maya should interview more teachers and students and visit more schools in the same school districts and city. She could also conduct more research from literature or online resources to gather both successful and un successful examples, suggesting some possible solutions regarding integrating authentic problem-solving activities in teaching as well as addressing the gap between the

Since, I will be teaching Math 4-8, I will be using the Think-Pair-Share strategy to encourage classroom participation in order to solve mathematical problems. I will give students a problem, and students will have time to think about it individually. Then they can work in pairs to solve the problem, which will allow them to express their ideas, consider those of others, and discuss possible answers. Finally, the students can share their answers, and ideas with the class.

Sam is a student in middle school who is having difficult in his algebra class. Sam is having a difficulty with the basic concepts of algebra. The possible strategies that may be used on Sams case are teaching vocabulary, concrete representational abstract method and graphic organization. The teaching vocabulary is very important when it comes to solving a problem in mathematics this is because a student must understand the content of the problem in order to solve. Not only knowing the content, but knowing the difference between the vocabulary. For example, knowing the difference between addition and subtraction. If a student does not know the different between both, the problem will be incorrect. A teacher must teach a student the vocabulary in their classroom. They should use the first 10 to 15 minutes reviewing any vocabulary that would be used that day. In addition, they should provide examples for each word. For example, if they are explaining a program they should define the words they are using to refresh the students who are lost and confuse during the lecture. The benefits of using this strategie with Sam is that every time Sam sits down in class he would be able to have his mind refreshed. A lot of students believe their student know the material, therefore, they continue teaching. However, if Sam has his mind refreshed every time he goes to class he has a opportunity to understand the material. Moreover, if the teacher explains the vocabulary with a problem, Sam

Bradley et.al. (2008) examined teacher’s attempt to improve instructional strategies for teaching mathematics in an elementary school. The findings of the study revealed that the students were more involved in math activities, especially during peer tutoring. The students enjoyed the music as well as the entertaining videocassette with the mathematics objective as the subject of a story. Perhaps as a result of the audio, visual, and kinesthetic modes of instruction, students actually appeared more attentive during direct instruction. Teachers reported that carrying through with manipulatives and number lines with the fourth-and-fifth graders helped them to grasp abstract concepts and become more accurate in solving problems in the math textbook.

Current nationwide examination outcomes offer continuing paperwork of the should enhance the concentrate on enhancing student accomplishment in mathematics. The National Evaluation of Educational Development (NAEP) just recently launched the 2005 mathematics ratings which mirrored student accomplishment in the locations of dimension, geometry, information analysis, likelihood and algebra. Country wide, just 30 % of 8th graders were considered competent. Although mirroring a boost from previous evaluations, just 69 % of the 8th graders country wide showed a standard abilities level on the NAEP evaluation (Olson, 2005).

It is important to teach or at least try to teach students problem solving related to math. Problem solving plays a big part in the math process. Teaching problem solving is beneficial to students because helps the students find solutions when struggling. It helps math to be more interesting and less stressful. Students see math with less negative reaction and more hope. Problem solving helps and improves student’s ability to think, solve, and find solutions. It is important for students to have the ability to have problem solving skills and this is what it teaches the students. Ultimately, problem solving helps students focus increase and learn what works best for them.