Audrey-Anne Workman

Math Minutes
Fall 2014
Choose 6.
1. Using the Standards for Mathematical Practice from the Common
Core State Standards (p. 9- math book), make a chart and include
observed examples from your classroom of each.

Problem
Solving

Reasoning
and Proof

Communicat Connections
ion

Representati
on

At the level
my students
were on I
would say
that I
noticed
problem
solving in a
simple
format. The
students
showed
problem
solving
thinking
when
adding
objects and
counting
them.
Towards the
end of my
clinical
experience
they were
moving
towards
using
manipulativ
es and

N/A

At the
preschool
level
communicat
ion looks a
little
different.
But I did
notice
communicat
ion that
involved
counting
when groups
of students
were
working on
counting
puzzles.

I worked a
lot with
counting
puzzles with
my
students.
They are
really
working on
understandi
ng every
object you
count is
associated
with a
number and
then
matching it
with the
correct
number to
complete
the puzzle.
These seem
so simple
but are
great
practice for
them.

I noticed my
students
making
connections
when
talking
about
geometric
shapes. The
students
were able to
relate and
talk about
how a
sphere
looked like a
ball and that
a cylinder
looked like a
bottle. They
did great at
making
connections
to real life
objects.

adding on
and taking
one away.

2. Would you say that your classroom teacher is a constructivist? Why

or why not? Give examples to support your answer.
Constructivists believe that children must be actively involved in
constructing their own understanding of a concept. In other words they
believe that children should play an active role in developing their own
understanding rather than passively receiving knowledge. Witch that
being said I would say that my classroom teacher could possibly be a
constructivist. I think it might be harder to judge this accurately being
in a preschool setting. But was able to experience math centers a few
times during my clinical time and the part that stands out the most
was the week when the students were learning about geometric
shapes. She spent a lot of time having the kids talk about a sphere and
the kids kept calling it a ball. She used this to help them understand
what a sphere was. In this way I could see her leaning towards
constructivist ways if the kids were at a level where it more just having
to tell them. She did let the students talk about different spheres and
the kids did a great job of coming up with ball shaped items that
were spheres.
3. Using Ch.3 as a guide, give examples of relevant math tasks
observed in your classroom.
Puzzles:
Drawing a picture or Diagram
Counting
Seeing whats missing
Working with manipulatives

4. Re-create the chart on productive talk (p. 43) and give examples
observed for each of the 5 talk moves.

Revoicing

In my clinical
placement my
teacher used
revoicing
during math
circle while
talking about
spheres. The
teacher
revoiced what
the students
said in
question to
clarify that
something
was both a
ball and a
sphere.

Asking
students to
restate
someone
elses
reasoning
I have not
seen this
done in the
pre-school
setting. The
teacher has
done most of
the revoicing
to make sure
both student
and teacher
understand.

Asking to
apply their
own
reasoning to
someone
elses
reasoning
I have not had
the
opportunity to
see this done
in the PreSchool
setting.

Prompting
student for
further
participation

This obviously
looks different
in a preschool
setting. I have
seen my
teacher
encourage
students to
talk about
what their
friends think
about a
particular
subject,
shape, etc

Use wait time

I have seen
my teacher
use this a lot,
not only in
math but in
other areas as
well. The
teacher will
pause so
students can
gather their
thoughts so
they can
clearly
communicate
what they are
thinking. Its
used a lot
when relating
math to real
life situations.

5. Choose a math lesson from your class and make a list of 3 possible
childrens books to enhance/enrich the lesson.

Captain Invincible and the Space Shapes

By: Stuart J. Murphy
Mouse Shapes
By: Ellen Stoll Walsh

The Shape of My Heart

By: Mark Sperring

6. Make a list of technology observed and how it is used in your math

class. Develop a chart to indicate:

Technology

Is it
contributing
to the
attainment
of the
lesson
objective?

Is it for
individuals
or small
groups?

Is a
Other
managemen information.
t plan
needed? Is
yes, is one
used?

I pad

Yes. They
watch
videos that
are
interactive
that involve
counting.

Small
Groups

No

Counter

A counter is
used for non
verbal
students to
count along
and
participate.

Individuals

NO