Reflect And Critically Analyse A Classroom Scenario In Mathematics

The purpose of this report is to reflect and critically analyse a classroom scenario in a mathematics lesson whilst using mathematical thinking and processes. This will allow for the strengths and weaknesses to be highlighted for best practice within a primary school setting. In examining the scenario it will bring light to the recent literature relating to the mathematical pedagogy. The analysis will include Critical Areas designed to bring focus to the standards by describing the big ideas that educators can use to build their curriculum and to guide instructions. This report will reflect the lesson plan on four parts firstly, key mathematical ideas and skills secondly, link to relevant curriculum and understanding the learning sequence thirdly, appropriate models, teaching approaches, developing students understanding and materials for learning and finally, how children learn the mathematical concepts.
Primary mathematics, numeracy and literacy are key domains of learning which are central for the success of students at school. Numeracy is an outcome of how mathematics is taught and learned – it bridges the gap between mathematics learned at school and the contexts used in
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2014 pp. 90 identifies that a major cause of student’s difficulties in mathematics has been how they understand and process numbers. The teacher then writes on the board 723- 246. The class is asked to copy and complete the above exercise in their books. The teacher then asked a student the answer. The student says “four hundred and seventy-seven”. The teacher interrupts the student: “That is not the way you have been taught to do it” The students haven’t discussed to reason on the answer naming, renaming, comparing, ordering and sequencing. The mathematical pedagogy is nderstanding the underpinning algorithmic thinking. This type of negative feedback gives the student a sense of embarrassment, low self-esteem and reflects on the ethical pedagogy of the teacher Grouws

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