The students provided with real world experience further development of the concept through

different representations. Derivatives associated with tangent line and tables and difference
quotient the Lecturer presented the concept clearly and visual aspect is clearly explored. He
give emphasis on helped the students to answer the questions. The students assimilate and
internalise the concept provides the opportunity to think the concept presented in a manner
which helps the students to identify the concept in other forms and representations clarified
and connections made between graphical by visual and the concept. At the end showed the
application where the concept is used. This was done by demonstrating the pen going in an
uniform way. Which was conceptual students construct the pieces of informations. The
activities given to identify the limit geometrically and graphically. These include the area of
triangle approximating to area of the polygon. Student were actively engaged while exploring
and asked the questions while solving where CU and AR FOUND
STUDENTS WERE ALLOWED TO WORK INDIVIDUALLY the educator moves in
between offering advice and identifying the errors students engaged with problems chose the
class as a whole responds. and from real life senarios. The L encourages the students to provide
an answer . The AR is present since teacher asks the students to explain how the answer is
obtained rather than the guidance under the L helped the students to corrected the errors the L
used examples simple

Research question
How does the teaching for understanding approach help the students to reflect on
the knowledge process and choose the right procedure?
The descriptors for conceptual understanding:-
 Clear introduction of the concept and attempt to develop cu
 Comprehensible explanation of the concept and developing the concepts using
necessary terms .
 Ability to help the students in the meaning making process and building the knowledge.
 Ability to help the students with the activities that deals with application problem
solving.
 Guide the students to reconstruct and connect the new knowledge to the old
knowledge.
  Guide the students to identify reconstruct and critically think and reason about the
concept.
 Give examples of the concept and support teaching by visual images and exploration.
 Demonstration of the concept in multiple ways and using different representation to
solve.
 Repeat the concept and provide enough learning time.
 Linking and making connection between the concepts to other concepts learned.
Descriptors of Procedural fluency:-
 Guide students by explaining the procedure on how to execute and use the procedure
correctly.
 Emphasise the use of multiple methods of problem solving.
 Provide students with flexibility in selecting the right procedure and efficiency in
executing the procedure accurately during problem solving.
 Help students to estimate the outcome of a procedure or to recheck the answers
whether it is correct or not.
 Ability to modify or refine the procedure.
Descriptors of Strategic competence:-
 Planning strategies on how to teach.
 Knowing what, when and how to teach.
 Designing the appropriate activities for problem solving.
 Provide the opportunity to formulate represent and solve problems while teaching.
 Give emphasis on multiple solving strategies and check the different solution methods.
 Encourage students to understand the problem and see what is known and what is to be
determined in-order to solve non routine problems.
 Enable students to form a collaborative group and discuss ideas with the help of visual
images to choose the right procedure or method for problem solving.
 Allow the students to develop strategies to solve all kind of problems.
Descriptors of Adaptive reasoning
 Enable the student to think logically about relationship between the concept and
situation.
 Encourage students to explain and justify their answers by reasoning.
 Enable students to think logically and reflectively about the concepts.
 Provide students with task that requires critical thinking and to deduce their answers
with claim.
The lesson was observed and evaluated based on teacher and student activities that mention the
mathematics proficiency descriptors
Research question
What are the differences in students understanding in experimental group and control group