KRUEGER’S MASTER PORTFOLIO

Theory of Math

Standard 4. A teacher knows the teacher’s content area and how to teach it (Design of

curriculum and instruction.) Mathematics- 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 people feel as if they are either “good” or “bad” at math, as if there was no spectrum of

mathematical understanding. This faulty reasoning mirrors the math instruction I received in elementary

and middle school. The answer being either all right, or all wrong. To add further injury, an enduring

notion that there exists only one formula, equation, or rote method to get there. This drastically inhibits

one of the fundamentals of effective mathematics instruction, engaging the student in critical reasoning

and problem solving. A student is not merely an empty vessel in which to pour information, just to have

them remember it long enough to be proficient in traditional assessments (a culminating quiz or test). As

an educator I am to create a learning space where students can prepare for practical living. Students who

are able to sort, organize, understand, and apply what they have learned are prepared to tackle the diverse

and complex questions of their daily life. In this process I am a facilitator and guide in the transfer of

knowledge.

In this sixth grade math lesson students are given the opportunity to explore the concept of

coordinate planes, and then learn how to represent a location with-in that plane by understanding that

ordered pairs represent each pairs’ location. The hook, or introduction to the lesson that entices student

engagement, is a short video which connects the math concept students are about to learn with real life

application (Simpkins, Cole, Tavalin, & Means, 2002). This aids in the student notion that the concept is

worthy of knowing about. While this lesson culminates in a hands-on kinetic exercise, it begins with

intentional scaffolding which incorporates Gardner’s (2011) theory of gradual release of responsibility.
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He believed that a lesson should be progressively designed to allow students to take control of their own

learning. This coordinate plane lesson starts with the teacher drawing a graphic visual for the class and

labeling the components. Next and together, students and teacher work together to plot ordered pairs.

Then, students construct their own large-scale coordinate plane in small groups working collaboratively

to construct their own knowledge of plotting. Research shows this collaborative approach and social

learning has multiple merits in enhancing the learning experience. Lev Vygotsky (1978) believed that

social interaction played a fundamental role in the progression of cognitive development. In other words,

children construct meaning of things first on a social level, then from there can understand things more

deeply on an individual level. Embedding movement into the lesson creates an opportunity for students

who learn through kinesthetic modality. “There is a growing body of literature suggesting that physical

activity has beneficial effects on several mental health outcomes, including health-related quality of life

and better mood state” (Penedo and Dahn, 2005).

The Common Core and State standards are a clear outline of what skills the learner should be

comfortable with by the end of each grade and should be used in lesson design and objectives in order to

assure the transfer of knowledge. Notice that none of these standards are focused on rigid methods of

input and output, but rather focus on students being able to reason, understand and form their own

strategies. There are eight core standards and practices incorporating the processes and proficiencies in

mathematical thinking. This lesson targets all eight standards (identified in italics). First, students were

asked to make sense of problems and persevere in solving them by exploring and plotting pairs of rational

numbers on a coordinate plane. To do this, they reasoned abstractly and quantitatively by exploring and

pondering spatial relationships as identified through a progressive number system. While collaboratively

working together they had the opportunity to construct viable arguments and critique the reasoning of

others. Through the processes of constructing their coordinate planes they actively modeled with

mathematics and used appropriate tools strategically such as meter sticks to make accurately and

uniformly spaced integers on the x and y axis. Without the proper spacing plotting ordered pairs would

be impossible, this engaged the students to attend to precision. Mathematically proficient students can see
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complicated things such as a coordinate plane and understand that it is composed of several objects or

concepts, such as integers, quadrants, ordered pairs. This lesson is scaffolded to support students in

understanding the parts that make up the whole, or to look for and make use of structure. By continually

plotting accurately and locating ordered pairs correctly students were able to look for and express

regularity in repeated reasoning.

This lesson provided multiple modes of assessment to assure that students were able to attain the

transfer of knowledge throughout. Formative assessments were used to gather evidence of what students

needed along the way to learn the objectives. These included collaboratively constructing large coordinate

planes, and having the teacher circulate throughout the lesson to check for understanding. Summative

assessments are proof of what knowledge had been attained by the end of the lesson. In this case, an exit

ticket to show whether groups of students were successful in plotting coordinates appropriately. The

methods used to collect educational data define in measurable terms what teachers should teach and what

student should learn” (Bass, Contant and Arthur Carin, 2014).

To support student growth, rather than merely delivering math curriculum solely through direct

instruction, my ideal goal is to provide opportunities for learners to explore content in a manner that is

meaningful and connects to their prior knowledge. It is also essential to acquire an understanding of

individual student abilities and areas in need of support to keep them at the edge of their greatest

potential. This idea paired with providing collaborative opportunities for students to work with peers of

similar ability, is Vygotsky’s (1978) Zone of Proximal Development. The ultimate goal in mathematical

pedagogy is to prepare students to be successful in the complex problem solving undoubtedly required

throughout life.
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References

Alaska Standards. (n.d.). Retrieved from https://education.alaska.gov/standards

Bass, Contant and Arthur Carin. (2014) Teaching science as inquiry. Allyn and Bacon. Twelfth

Edition. 

Gardner, Howard (2011). Truth, beauty, and goodness reframed: Educating for the virtues in the

21st century. New York: Basic Books.

Penedo FJ, Dahn JR. (2005) Exercise and well-being: A review of mental and physical health

benefits associated with physical activity.  Current Opinion Psychiatry.  18(2):189-

19316639173

Simkins, M., Cole, K., Tavalin, F., & Means, B. (2002). Increasing student learning through

multimedia projects. Alexandria, VA: Association for Supervision and Curriculum

Development.

Vygotsky, L.S. (1978). Mind in society: The development of higher psychological process.

London: Harvard University Press.