Analysis of a Mathematics Lesson
The first part of this project will focus on what is involved in students becoming mathematically competent. For this assignment you will identify the big mathematical ideas of a lesson and the practices involved in doing mathematics. Lesson: Match 2 objects that are exactly the same.
What is the mathematical content of this lesson?
What do you think students have an opportunity to understand (concept) and/or be able to do (skill) by participating in this lesson?
Explain whether the content is focused on procedural fluency, conceptual understanding, or problem solving. (Please not that problem solving refers to using mathematical knowledge in a new or unique way, not simply repeating procedures provided by the teacher and persevering when the problem seems difficult.)
In what way did the content exemplify how mathematics is used to model real life problems? Describe whether the real-life context was authentic or contrived.
How is the mathematics of this lesson represented?
What strategies might you see students use?
What models are most appropriate for representing the context or students thinking in this lesson?
Describe the mathematical language and symbols that were used in the lesson. In what way were the children encouraged to use proper mathematical language?
What mathematical practices are best supported by this lesson?
Describe the mathematical tools that were used to represent the mathematical concepts. (e.g., pencil, paper, concrete models, counters, computer). In what ways did these tools help students explore and deepen their understanding of the concepts? Which other tools do you think could be used effectively? Explain.
Describe whether the content as presented requires students to reason abstractly and/or quantitatively. Describe whether students were expected to look for and make use of the structure of the mathematics.
What other math practices are used in this lesson?
Guidelines:
1. Respond to each prompt above based on the content and instructional strategies and procedures in the lesson you are analyzing. Give concrete examples.
2. A complete response that demonstrates a thorough understanding of the mathematics of the lesson may involve actually doing the math in the lesson and doing some research using the resources listed in your syllabus.
3. You may choose to represent your analysis in one or multiple formats based on what best meets your needs. For example, some parts of your analysis might be best shown on a table, or chart, or graph, while other parts require standard prose.
4. You must include a reflection that is connected to the course content and resources.
