Teaching Experiment

Teaching Experiment

The lesson at hand is about number talks. The learners in number talk are required to find the solution to a math problem by themselves and then share around the utilized methods in finding the response (Dolk, 2018). The teaching strategy will help in developing a quality learner dialogue in an entire class setting. This is because students are motivated to expound their thoughts and validate their reasoning. Additionally, they tend to make sense of the approaches given by other learners. This paper aims at discussing the number talk lesson in terms of the goals and rationale, background information of students, how the experience went, analysis of chosen learner work samples, and ways in which the lesson can be improved.

The Goal and Rationale of the Lesson

The primary goal of the lesson was getting several students to share as many strategies as possible. By asking questions, recording the solutions, and having the learners explain, the students had the facility to make meaning of the math via verbal exchange. Once students realize the instructor’s feedback and have the facility to connect them to the right as well as wrong responses, they tend to become terrified of their concepts being appreciated and may refute from sharing. The number talk lesson encouraged learners to speak out and comprehend the mathematical problems.

Another goal of the number talk lesson was assisting the learners in making sense of figures. Three different elements facilitated this aspect. First, students were in a position to think flexibly with numbers. The experience gave them a chance to split figures apart, thus making the problem easier. The lesson facilitated the learners to utilize and refine precise methods such as adding up in portions. Throughout the class, learners had the aptitude of sharing and listening to diverse thinking, thus aiding each one of them to build his/her repertoire.

The lesson was also aimed at assisting learners in shifting from the dependency of memorization. They were supposed to comprehend numbers as well as their relationships to one another. Memorization may prevent students from understanding math concepts. By explaining the strategies utilized in problem-solving, students get to apply them later in other problems. The lesson also helped in awakening prior mathematical concepts that students had been taught. The lesson was additionally intended to form a stouter sense of mathematical identity as well as self-assurance among learners. This is because there was a high chance that learners were going to make mistakes. This was perceived as a learning opportunity. The opinion of every student contributed to learning in class.

Background information about the students and their number sense levels/experiences

The pupils were in the second grade. They appeared to have basic foundation as far as multiplication was concerned. The learners have a moderate sense level numbers. However, they have a lot of potential considering how they were able to respond to questions as well as strategies. They also seem to be compassionate about math, which was among the reason for their participatory drive in the classroom. The learners are also aware of the different strategies that can be used in the calculation. They have an excellent thinking capacity according to their level, thus the ability to apply what they already know in arriving at the answers.

A detailed description of the lesson or activity

The lesson started by launching, identification of a problem, and giving the students some time to get the solution. I made the learners aware that I would be assigning them an arithmetic problem to solve. Some students were able to solve the problem faster than others, but eventually, all of them got on the same page, especially when the discussion began. One of the things that I discouraged was the quick thinkers blurting out answers before others had to think and process the sum. A moment of silence was allowed in the course of the number talk lesson.

Students are allowed to communicate by use of hand signals. This has played a significant role in keeping the action running smoothly as well as steadily. In this case, a student gives a signal whenever they get an answer to a specific query. This is after a moment of silence while students solve a question. The students are supposed to give a thumbs up when they have the answer. During this time, my role as the teacher was checking to ensure that learners were in the thinking process.

The other activity is calling on a learner to share the answer and explain the method they used to arrive at the specific solution. Students can demonstrate the techniques they utilized while others learn. There was a chance of getting different answers for the same question. If so, I called upon a student to explain his strategy, and the mistake was identified. I asked the learners question for alternative strategies from those that they utilized to get them thinking. Discussing answers between the student helped make the learning process easy and fast.

How Did The Lesson Go? Specific Findings and Interpretations, In Sequence, Using Key Quotations from You and/or Students

The lesson was effective, and the goals I set at the beginning were met. The language utilized in the number talk was extremely considered and intended to invite engagement as well as substitute perspectives. I found out that letting the learners solve problems on their own to be a perfect approach to participation in the classroom. Once I set the questions, all the students were active in solving the query. Issues of dormancy were not present, and student engagement was high.

In some cases, capturing the strategy of the learners was challenging. For such instances, I asked questions to clarify the areas that were not comprehensible. The lesson was all about communication. As such, comprehending what was being said helped a lot with the class. The more I concentrated and worked towards understanding what they meant, the more the students opened up. In places where a leaner struggled a lot, I named a strategy but said that I got it from a student.  I was, however, trying to give a hint.

Analysis of selected student work samples

The learners have responded appropriately to the given questions. In the first sample, I asked the students to solve 2*8 and give a thumbs-up signal after getting the answer. The responding student gave the result as 16 and explained that he used the doubling method. The alternative approach that has been provided for getting the same answer is grouping. The following question asked is 3*8.

The answer given to 3*8 was 24, with the student explaining that the approach utilized was the number line. The number line tends to be a straight streak comprising digits that are positioned at equivalent intermissions or portion along the length. In this case, the student was able to count portions of 8 at three times, thus getting to 24. Another sample is 6*8, whose answer was identified as 48. The students took a little longer when determining the answer to this question. However, at last, the defined strategy used was grouping, whereby the learner made eight groups and placed six items per each, and the addition led to 48.

The other strategy used was columns and rows. The learner used eight columns and six rows, thus getting the same answer. Additionally, it was stated that one could use 3*8 to arrive at answer 48. The answer to 3*8 is 24, and doubling this brings 48. It is more of utilizing what the learners already know to find the solution to the given question. The last sample is 9*8, and the answer given by the students is 72. The explanation provided is the use of columns and rows, and as one of the students' state, it is a secure method of arriving at the answer. The students can also apply what they already know in this case. The answer to 9*10 is 90, subtracting 8 gives 81, and deducting another 8 brings 72.

Self-criticism including a concluding reflection on how the lesson(s) could be improved

The experience was good, and a lot of potential was evident among the learners. However, some strategies can be used to make the lesson better. One of the methods that can be applied in improving the lesson is placing an anchor chart of approaches handy. Setting an anchor chart on the bulleting math bard for the class to add strategies continuously would be of great help to the mastery of the learners. After teaching a tactic in a math lesson, it can be added to the chart. 

I should also explain to the learners how the named strategy can be essential in utilizing the daily number talk.  Additionally, the learners should be given no other alternative than to come up with the procedures and their names by themselves. In some cases, the learners were not aware of the strategies, but they had a concept of arriving at the answer. I assisted them by using statements such as, ‘so what you are saying is that you have the doubling strategy?  The learners can be allowed to come up with the names by themselves. No matter how much they struggle with a query, I should not intervene. 

I did not provide a correct response or told the learners a given answer was right or wrong. This is another way of putting complete accountability when it comes to solving the problems. The more the kids realize that it is up to them to solve the questions, they automatically rise to the challenge.  With time, they get more equipped and can solve the problems quickly. I can also allow the learners to discuss the answers as well as strategies amongst themselves as it will improve their understanding.

In conclusion, the number of talk class was effectual. The learners were supposed to find the solution to a math problem by themselves and then share around the utilized methods in finding the answer. The principal goal of the lesson was getting several students to share as many approaches as possible. By asking questions, recording the solutions, and having the students explain, learners had the aptitude of making meaning of the math via verbal exchange. An additional goal of the number talk lesson was assisting the learners in making sense of numbers. The lesson was also be aimed at assisting learners in shifting from the dependence of memorization to typically comprehending numbers and their relationships with one another. The pupils are second graders and seemed to have basic foundation as far as multiplication was concerned. They have a moderate sense level numbers. The lesson commenced by launching, identification of a problem, and giving the students some time to get the answer. The class was effectual, and the goals I set at the beginning were met. The learners also responded appropriately to the given questions.

References

Dolk, M. (2018). How do we let students work as ‘young mathematicians’ in the classroom?. In Journal of Physics: Conference Series (Vol. 1088, No. 1, p. 012002). IOP Publishing.