Classroom observation practices in mathematics education

Math Classroom Observation

This eighth grade algebra class proved to be generally engaging, largely due to the efforts of the teacher. She does not rely solely on the text but rather uses it as a guide to preparing her curriculum and for devising equations for the students to solve in class. Otherwise, the teacher's explanation of the day's material comes across as being completely professional and based on a solid understanding of the mathematical principles at work. Her command of the subject matter is also evident in the way she confidently invites and promptly responds to all questions posed by students.

It is evident the teacher has a long-term agenda in mathematics; each topic flows into the next in a logical manner; she omits that which she feels is unnecessary and spends more time on issues that plague the majority of students. Whenever possible, she challenges her students with more advanced math problems so that they can better appreciate the lessons and put them into context.

The teacher does not overtly clarify her objectives in this lesson. However, implicit in her day's plan was the assumption that the students would understand the mathematical principles. Because the lesson of that day built upon the previous day, many of the in-class equations were simply tougher versions of the ones presented previously. Some of the strategies the teacher used to encourage enthusiasm and class participation included a positive attitude and patience: for example, she spent ten minutes explaining just one equation because many of the students could not understand how it was solved.

The teacher is keenly aware of the students who struggle more with the class. A few of these students are also shy and too intimidated to raise questions. However, others are simply not interested in the material. Realizing this, the teacher does not instigate them but rather tries to at least make sure they grasp enough of the basic material to pass.

When students demonstrate their confusion the teacher will review the mathematical principles plaguing them, stopping at several key points to ascertain levels of comprehension. When she is sure that most if not all the students are ready, she proceeds to the next step. If only one or two of the students are stuck, she mentally takes note of who they are and approaches them at the end of class to see if they would appreciate personal tutoring or extra exercises to practice. If the entire class is stumped on a certain equation, she offers several more that demonstrate identical principles to show them the universal applications of the theories.

Throughout the class, the teacher asked the students to recall certain past lessons and relate them to the present one. In this way, she demonstrated an understanding of the ways in which students' ideas and level of comprehension develop over time.

This teacher is extremely flexible and willing to alter her lesson plans if it means more enthusiasm from the students. She fields all questions and diverts attention to specific mathematical ideas if necessary.