Problem-Based Lesson Implementation & Analysis
Through the problem-based lesson implementation and analysis task, I was able to integrate the five practices for orchestrating productive mathematical discourse with a high quality launch and analysis of student work into a math lesson in my classroom.
I have included my pre-planning and review (student focused lesson plan), the student results (trends in student thinking) and my paper that analyzes and reflects on those elements (II.b.viii).
Mathematics Specialist Standards
II. Pedagogical Knowledge for Teaching Mathematics.
a. Learners and Learning. MS professionals must know and be able to:
i. Utilize and build upon learners’ existing knowledge, skills, understandings, conceptions and misconceptions to advance learning;
iii. Understand cultural differences among learners (e.g., algorithms or learning practices familiar to different groups of learners) and utilize this knowledge to motivate and extend learning opportunities for individuals and groups of learners;
II. Pedagogical Knowledge for Teaching Mathematics.
b. Teaching. MS professionals must know and be able to:
i. Design, select and/or adapt worthwhile mathematics tasks and sequences of examples that support a particular learning goal;
iii. Construct and evaluate multiple representations of mathematical ideas or processes, establish correspondences between representations, and understand the purpose and value of doing so;
iv. Use questions to effectively probe mathematical understanding and make productive use of responses;
v. Develop learners' abilities to give clear and coherent public mathematical communications in a classroom setting;
viii. Analyze and evaluate student ideas and work, and design appropriate responses.
II. Pedagogical Knowledge for Teaching Mathematics.
c. Curriculum and Assessment. MS professionals must know and be able to:
iii. Understand the importance of careful sequencing and development of mathematical ideas, concepts, and skills in the preK–middle grades curriculum; be able to engage in discussions and decision- making to establish appropriate benchmarks for learning goals from grades K to 8.
link to full list of Standards for Mathematics Specialists (MS) (AMTE, 2013) and descriptions.