Title

4th Grade Math: What We Learned in Five Weeks or Less

Presenter Information

Nicole M. Baughn
Kayla C. Friedley

Presentation Type

Presentation

Abstract

As one component of our Elementary Math Methods course, we completed a five week immersion teaching in a 4th grade classroom. We each taught one individual whole group lesson, team taught one whole group lesson, and instructed multiple small group lessons throughout the immersion. Our immersion project sought increased engagement and opportunities in math with a diversified curriculum using manipulatives and problem based activities and utilization of additional teachers available to help with the wide-range of students and their varying abilities. Data includes a pre assessment, post assessment, and related data analysis. The three aforementioned items are criteria required for a Teacher Work Sample (TWS). The TWS was geared towards geometric concepts. Additionally, data includes observational notes, qualitative data, and anecdotal records. The TWS assessed and evaluated our effectiveness in the classroom. It specifically pinpointed areas of strengths and weaknesses within our lesson by comparing pre-assessment scores to post-assessment scores. We identified misconceptions in student learning and developed a better understanding of how to assess student progress. There were limitations in our study due to our entrance date into the classroom, the inequality in authority and trust between the presiding teacher and student teachers, and the respect and authority between the students and the student teachers given the short time frame. We were not invited into the classroom to run a research experiment. The priority was to teach the students.

Category

Social Sciences

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Apr 13th, 4:20 PM Apr 13th, 4:40 PM

4th Grade Math: What We Learned in Five Weeks or Less

UC 327

As one component of our Elementary Math Methods course, we completed a five week immersion teaching in a 4th grade classroom. We each taught one individual whole group lesson, team taught one whole group lesson, and instructed multiple small group lessons throughout the immersion. Our immersion project sought increased engagement and opportunities in math with a diversified curriculum using manipulatives and problem based activities and utilization of additional teachers available to help with the wide-range of students and their varying abilities. Data includes a pre assessment, post assessment, and related data analysis. The three aforementioned items are criteria required for a Teacher Work Sample (TWS). The TWS was geared towards geometric concepts. Additionally, data includes observational notes, qualitative data, and anecdotal records. The TWS assessed and evaluated our effectiveness in the classroom. It specifically pinpointed areas of strengths and weaknesses within our lesson by comparing pre-assessment scores to post-assessment scores. We identified misconceptions in student learning and developed a better understanding of how to assess student progress. There were limitations in our study due to our entrance date into the classroom, the inequality in authority and trust between the presiding teacher and student teachers, and the respect and authority between the students and the student teachers given the short time frame. We were not invited into the classroom to run a research experiment. The priority was to teach the students.