Math Education: Field Experiences for Improvement - Research Paper

Introduction

Mathematics as a scholarly discipline indisputably occupies a gravitas position within the broader scope of education. The teaching and learning of mathematics entail the use and application of several formulas and techniques across all learning levels. One prime ingenuity geared towards an overall improvement of the teaching process of mathematics is the use of alternative field experience. Field experiences are essentially a prerequisite for most if not all teacher education programs. Therefore, regarding this paper's context, the alternative field experience scope denotes the field experience of the eight teaching-learning scenarios that are relatively beyond the traditional school setting (Albulescu, 2018).

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Order now

The Mathematical Concept Being Taught and Its Alignment to State and National Standards

After an in-depth viewing and assessment of the eight mathematics instructional videos, I was able to establish an expansively varying scope of lessons and effectiveness of the instructional videos. The videos had different mathematical concepts as well as diverse strategies applied by each of the teachers. Also, the videos vastly illustrate and demonstrate the various techniques and procedures that aid learners to aptly understand mathematics as well as the observations to be abandoned or ways of changing lessons (Kriewaldt, Ambrosetti, Rorrison, & Capeness, 2017).

Summarily, the mathematical concept and strategies being taught across the eight mathematical instructional videos are different and very elaborative. Even though mathematics has been proven to be such a tough concept for a majority of students, the eight mathematical instructional videos evidentially simplify the teaching-learning process of mathematics (Hodges & Baum, 2018). Most learners understand and comprehend mathematical concepts on varying teaching-learning levels. However, in the eight mathematical instructional videos, every teacher is seen to be well familiarized with the apposite works that are apt for their learners. This is because the teachers take the initiative to understand each of their students hence enabling them to come up with germane strategies for the achievement of the exemplary performance of each of their students.

Primarily, therefore, the mathematical concepts being taught across the eight math instructional videos principally entail the incorporation of technology as well as positivity to check the learners level of understanding of the Lesson (Albulescu, 2018). The present epoch is characterized by an immeasurable pace of technological growth that is typically affecting almost all if not all, spheres of human living. Hence, embracing technological change is not an option but a prerequisite as far as maintaining relevancy is concerned. Thus, the veracity that these mathematical concepts evidentially incorporate technology in their teaching and learning rubberstamps the alignment of the concept to state and national standards which encourage the use of technology in the entirety of the educational sector.

Strategies Used

Several strategies were applied throughout the entirety of the eight mathematical instructional videos. However, some of the outstanding strategies included the use of math games, emphasizing of the vocabulary of decimals and the relationship to vulgar fractions as well as the use of the grid strategy to develop multiplication skills. All these three strategies were very effective in the levels they were applied because students showed their satisfaction with the strategy. Also, the strategies were remarkably effective since the intended goals and objectives of the Lesson were achieved, as illustrated in the instructional videos.

Instructional Enhancement Tools

The tools applied in the enhancement of the instructions across the scope of the eight math instruction videos were several. For instance, teacher Pritti Poole uses several shapes, drawings, and pictures as her instructional enhancement tools. Other instructional enhancement tools used are drinking straws and elastic bands. The use of instructional tools enhances a lesson since students are actively involved and are enthused by finding instructional tools in the real world. Hence, the high level of student enthusiasms and participation enables them to acquire fundamental instructional content and mathematical skills.

Classroom Management Strategies Employed by the Teachers

The principal classroom management strategies that were dormant in almost all the videos were building of relationships, the celebration of student's hard work, and the accommodation of all the students. The teachers made sure that the students were able to learn what they planned to teach them and they showed how much they valued the efforts put by the students in learning as well as establishing positive relationships with their students (Kriewaldt et al., 2017).

The Use of Differentiation

Differentiation was primarily used in the categorization of students into learning groups basing on their abilities. For instance, teacher Pritti Poole differentiated her students into three ability groups and tasked them with varying levels of lesson roles and responsibilities. Teacher Pritti Poole main reason for using differentiation in her Lesson is to try as much as possible to enable all students to understand and be on the same page regarding the instructional content she is disseminating.

Strength of the Lesson

One of the leading strengths of the Lesson was the provision of immediate and frequent feedback to the students regarding their performance. As a result, students were able to correct erroneous instructional acquisition immediately and only maintain relevant skills and knowledge. The Lesson also provides exact and precise expectations for students' assignment that is a gravitas lesson strength. This is because the expectations act as goals and objectives of the assignment hence instructing them solely on relevant content as per their educational level. Also, the Lesson adhered to the use of inferences picked from appropriate models and examples as well as using analogies. This ensures that students can have an in-depth understanding of mathematical concepts and skills since they are exposed to practical examples.

The Weakness of the Lesson

Among the weaknesses of the Lesson is having students working in groups yet lacking personal accountability (Management Association; Information Resources, 2018). Learning is typically centered on the development of both interpersonal and cognitive skills. However, putting students into groups and failing to check on personal accountability, as seen in some of the videos limits the effective development of interpersonal and cognitive skills. Another weakness of the Lesson is the failure to provide a variety of instructions. Students need to be exposed to several instruction varieties to enable them widely to understand the instructions of a lesson. Also, the failure to establish relevance is was visible as a weakness of the Lesson. Its gravitas for a teacher to develop the relevance of a lesson to enhance student motivation by describing the importance or the correlation of the instructional content to the experiences of the learners.

Connections to Research

In winding up, therefore, there are several connections to research in the eight math instructional videos (Van de Walle). Some of these connections to research include the videos being systematic, analytical, and empirical. The videos are empirical owing to the veracity that they are centered on both observations and experimentations. The analytical connection to research is visible in the videos through the critical analysis of the mathematical concepts and strategies that significantly help to delete any erroneous elements in the interpretation of the Lesson. Also, the systematic connection to research is evident by the mathematical concepts and strategies adhering to an orderly and sequential procedure.

References

Albulescu, I. (2018). Alternative Educational Methodologies. Cambridge Scholars Publishing.

Hodges, T., & Baum, A. (2018). Handbook of Research on Field-Based Teacher Education. IGI Global.

Kriewaldt, J., Ambrosetti, A., Rorrison, D., & Capeness, R. (2017). Educating Future Teachers: Innovative Perspectives in Professional Experience. Basingstoke, England: Springer.

Management Association; Information Resources. (2018). Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications: Concepts, Methodologies, Tools, and Applications. IGI Global.