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Math Statement

Standard: Candidates know, understand, and use the major concepts and

procedures that define number and operations, algebra, geometry, measurement, and data

analysis and probability. In doing so they consistently engage problem solving, reasoning

and proof, communication, connections, and representation.

Many students believe that they are not good at math or ‘are not a math person”. I

think that we need to get away from this way of thinking. I believe that if a student is

actively engaged in the learning process and can see the real world value in doing

mathematics; they will be a successful math student.

Piaget (1970) stressed the importance of students learning by doing not just being

told. He theorized that children use the world around them to form schemas and then

build upon that knowledge to form new schemas. Students should be given the

opportunity to work math problems independently before being told the process of doing

the problem. Often times there are many ways that a student can arrive at the correct

answer. Students should be given real world problems for them try and solve

independently and then the class can discuss some of the different ways to achieve the

answer. This could really help the students take an active process in their own learning.

Students should be allowed time to think of strategies that may work for them will help

them to remember what did and didn’t work when solving the problem.

The common core, state standards and cultural standards as well as the standards

for mathematical practice should all be applied within the math instruction. These

standards describe the skills that teachers should strive to teach their students. In my case

study, I looked at the standards for mathematical practice and how well they were
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implemented into a classroom. Standards can help focus the instruction to the

mathematical skills and knowledge that the students should acquire for each grade level.

The standards support the teacher and define clear goals for the students. The goals set by

the standards in each grade level should gradually be expanded on. The idea of

scaffolding (Vygotsky, 1962), builds upon what students already know and ties in new

information. When learning new information students should start with easier problems

and build up to harder problems. This allows them to build confidence in problem solving

and then build perseverance when challenged with the more difficult problems (Krech,

n.d.). Following the elementary math curriculum and standards will help guide instruction

to build upon what students already know and then add new knowledge to that

information.

In this case study that I did in a first grade classroom I looked at how students use

two of the standards of mathematical practice in the classroom. In one observation where

the students were working on basic math facts I noticed that the students are all at various

levels in acquiring this skill. This is common in math as some students grasp the concepts

quicker than others. It is important that we support students at all levels of instruction.

One way that this was done in my case study observations was through the use of

manipulatives or other tools such as drawing pictures to help. The use of manipulatives

can assist students with different learning styles. A study done by Liggett, 2017 looked at

whether the use of manipulatives would increase the post-test scores of a group of 2nd

graders. He found that there was an improvement in the test scores of the group that had

used manipulatives.
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In my student teaching classroom, I noticed that the students varied greatly in

their learning styles and preference of doing math problems with or without use of

manipulatives and even which type of manipulatives that worked best for them. I

encouraged students to show how they solved the problem and explain it to their

classmates so that the students could see that various methods can often be used to solve

the same problem.

The effectiveness of the use of manipulatives is still being looked into. Some

teachers see it as an effective means of engaging students in math and helping reach

students with different learning styles. Others think it is just more work for teachers to

incorporate into their curriculum (Liggett, 2017). I think that if used properly the use of

manipulatives in math can be beneficial to many students.

References

Krech, B. (n.d.). Common Core Math Tips for Every Teacher. Retrieved from

https://www.scholastic.com/teachers/articles/teaching-content/common-core-

math-tips-every-teacher/

Liggett, R. S. (2017). The Impact of Use of Manipulatives on the Math Scores of Grade 2

Students. Brock Education: A Journal of Educational Research and

Practice, 26(2), 87–101. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1160704&si

te=eds-live

Piaget, J. (1970). Logic and psychology (translation, W. Mays), NY: Basic Books
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Vygotsky, L. (1962). Studies in communication. Thought and language (E. Hanfmann &

G. Vakar, Eds.). Cambridge, MA, US: MIT Press