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Math Statement
Standard: Candidates know, understand, and use the major concepts and
procedures that define number and operations, algebra, geometry, measurement, and data
analysis and probability. In doing so they consistently engage problem solving, reasoning
Many students believe that they are not good at math or ‘are not a math person”. I
think that we need to get away from this way of thinking. I believe that if a student is
actively engaged in the learning process and can see the real world value in doing
Piaget (1970) stressed the importance of students learning by doing not just being
told. He theorized that children use the world around them to form schemas and then
build upon that knowledge to form new schemas. Students should be given the
opportunity to work math problems independently before being told the process of doing
the problem. Often times there are many ways that a student can arrive at the correct
answer. Students should be given real world problems for them try and solve
independently and then the class can discuss some of the different ways to achieve the
answer. This could really help the students take an active process in their own learning.
Students should be allowed time to think of strategies that may work for them will help
them to remember what did and didn’t work when solving the problem.
The common core, state standards and cultural standards as well as the standards
for mathematical practice should all be applied within the math instruction. These
standards describe the skills that teachers should strive to teach their students. In my case
study, I looked at the standards for mathematical practice and how well they were
POWELL MASTER’S PORTFOLIO 2
implemented into a classroom. Standards can help focus the instruction to the
mathematical skills and knowledge that the students should acquire for each grade level.
The standards support the teacher and define clear goals for the students. The goals set by
the standards in each grade level should gradually be expanded on. The idea of
scaffolding (Vygotsky, 1962), builds upon what students already know and ties in new
information. When learning new information students should start with easier problems
and build up to harder problems. This allows them to build confidence in problem solving
and then build perseverance when challenged with the more difficult problems (Krech,
n.d.). Following the elementary math curriculum and standards will help guide instruction
to build upon what students already know and then add new knowledge to that
information.
In this case study that I did in a first grade classroom I looked at how students use
two of the standards of mathematical practice in the classroom. In one observation where
the students were working on basic math facts I noticed that the students are all at various
levels in acquiring this skill. This is common in math as some students grasp the concepts
quicker than others. It is important that we support students at all levels of instruction.
One way that this was done in my case study observations was through the use of
manipulatives or other tools such as drawing pictures to help. The use of manipulatives
can assist students with different learning styles. A study done by Liggett, 2017 looked at
whether the use of manipulatives would increase the post-test scores of a group of 2nd
graders. He found that there was an improvement in the test scores of the group that had
used manipulatives.
POWELL MASTER’S PORTFOLIO 3
their learning styles and preference of doing math problems with or without use of
manipulatives and even which type of manipulatives that worked best for them. I
encouraged students to show how they solved the problem and explain it to their
classmates so that the students could see that various methods can often be used to solve
The effectiveness of the use of manipulatives is still being looked into. Some
teachers see it as an effective means of engaging students in math and helping reach
students with different learning styles. Others think it is just more work for teachers to
incorporate into their curriculum (Liggett, 2017). I think that if used properly the use of
References
Krech, B. (n.d.). Common Core Math Tips for Every Teacher. Retrieved from
https://www.scholastic.com/teachers/articles/teaching-content/common-core-
math-tips-every-teacher/
Liggett, R. S. (2017). The Impact of Use of Manipulatives on the Math Scores of Grade 2
http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1160704&si
te=eds-live
Piaget, J. (1970). Logic and psychology (translation, W. Mays), NY: Basic Books
POWELL MASTER’S PORTFOLIO 4
Vygotsky, L. (1962). Studies in communication. Thought and language (E. Hanfmann &