Math Learning Case PDF

Preview

Summary

Math Learning Case...

Description

Math Learning Case Report Tiffany Comeau November 11, 2018

Focal student introduction: Student X is 9 years of age, female, and in 3rd grade. She lives down in the Kent Valley with her mother during the week and father during the weekends. She is African American and attends a title one elementary school. She has been attending this school since Kindergarten but has moved a handful of times already. I have selected this student because her and I have built a friendship over the couple of years I have been teaching at this school. Our backgrounds are different in class, ethnicity, and community. I was brought up in a higher middle class family. We lived in the suburbs and my parents specifically chose our house based on the school district we would be in. Education is extremely important in our family. X comes from a lower class family who’s main goals are just to make ends meet. Although different, I do believe that our families goals are similar in some aspects which is something that is important to me. I see all people as equals. Student X isn’t different from most her age. She is a more positive person and is always smiling. She peaked my interest from the get-go.

Child’s Funds of Knowledge and Lived Experiences: At their home they spend a lot of time on their phones. With friends she normally plays the games purge or plays on the swing set. While by herself she likes to use filters and post things on snapchat. When she is at home playing with her friends they would normally stay at the park and play on swing set or go into the woods and try to find killer clowns. Her favorite subjects in school are her reading group, PE, and recess. While at recess she normally plays tag with friends or does tricks on the dome bars. The parts of math she enjoys the most are doing perimeter and area because “you just add or multiply numbers”. She doesn’t like taking tests. It is important to learn math “so then you can be like smart if you want to become a teacher”. To describe math she says she would give a math equation like 1 + 1 and then try and help them. The people who help her at home are also the people who she thinks are good at math, her step-father and father. She thinks some people have a hard time learning math because they are new learners, like kindergarteners. When asked if she used math outside of school she replied, “Sometimes. One time when I was playing outside with our friends, my friend made us do an actual test.” If she gets stuck in class with a math problem she says that her teacher helps her figure it out.

Focal Problem Episode Summary: Focal Problem: Eric is saving money to buy a present for his brother. The present costs 17 dollars. He has 8 dollars so far. How many more dollars does Eric need to buy the present?

As student X was working on the problem, I jotted down some notes: Reads question to self following/tracking with pencil or finger. Counting on fingers and in head, mouthing words/numbers. Saying things out loud as she does them. Used fingers to solve. Wanted to write the strategy she used at the end. Drew 8 circles, stopped and counted them. Then drew 10 more circles. Counted all of them quickly, stopping at 17. Says, “all you need to do is add 10 to the 8.” She wrote 8+17= then changed it to 17-8=, erasing the first equation.

Critical Analysis & Reflection:

I believe that the student understands each single number as one but when it gets into tens and probably hundreds, she has a harder time comprehending they are individual as well. When asked how many ones are in ten she didn’t understand the questions. She used her fingers to count often. Student X was consistent with how to comprehend both questions that were asked. The focal question she showed procedural thinking but couldn’t answer the question correctly so I’m not sure how effective the procedural thinking was for her. She seemed confused but they actual counting of numbers. She would go over her fingers quite a few times, as if something was wrong but she still didn’t get it right. She was fairly consistent with her strategy. She only used the one, counting of her fingers. She would mouth the numbers as she counted as well. Student X did ask questions. Even with the help, she still went back to her strategy, dismissing the advice given to her.

Connection to mathematics teaching:

For future teaching I would make sure that every student can follow along with my teaching. If extra help is needed, we would figure out a plan to grow that student’s knowledge to be at the same pace as the class. Perhaps a separate group with extra assistance may be the best option. I would find out what the students hobbies are and connect them to lesson plans. I want to peak the interest of the children. I want to have them involved and make math fun. Math was such a tough subject for me back in the day and I don’t want that for my future classroom. I want my students to explore, comprehend, and love mathematics.

Self-reflection:

I learned that I really want to help every student learn their potential. Every person is smart. Every person can learn math and use it properly. I am a “fix-it” type of girl. I want to help and sometimes that can step on peoples toes. I want to make sure not to make assumptions but to also be persistent with my teachings. My students won’t have to love math like I do but I want them to know that it is possible for them to achieve whatever goal they set in front of themselves....