TA Chapter 10

Chapter 10: Pulling it All Together

This chapter is a summary of the entire textbook, pulling all the concepts together. The eight mathematical teaching practices are connected to teaching mathematical content. When all eight practices are used together, the environment will be supportive of student learning. Once you have a classroom/mathematical framework created, it is important to create meaningful lessons that support the students through their learning. Instruction must be equitable, meaning it must support all students in the class. It is also important to focus on next steps. This is how you will help students progress after a lesson or unit, based on their performance. Overall, the goal is to create a classroom that helps students succeed in mathematics.

Implications for teaching: In my classroom, I would like to give students all the materials they need to succeed in mathematics. I want to make sure that I make my lessons and teaching strategies helpful for all students in the classroom.


2 Questions:

1. What is the best way to plan next steps when you have students at a variety of proficiency levels?

2. What strategies can be used to differentiate instruction when students are at different proficiency levels?  

Comments

  1. Dr. NugentNovember 20, 2019 at 10:29 AM

    When you have students at different proficiency levels, you will become familiar with what works for a student who is gifted vs one who struggles with mathematics. The maturity level of the student will also play a factor. I do believe that as you student teach, you should ask and record strategies that your CT and you use...especially those that work. However, it is also important to keep a record of strategies that don't work. They might not work in one environment or class, but may work in a different one. Thanks, Darby!

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