Insights from Research for Mathematics lesson plan

Zoe Polycarpou – S00133962
This lesson on number arrays will expand on the findings indicated in Nick’s
understandings in the conducted MAI interview. It considers the students prior
knowledge of multiplication and addition and enables an opportunity to further
develop his representation of a multiplicative concept, by introducing the idea of
number arrays and allowing for students to make connections with prior
knowledge. The topic was chosen as a result of Nick’s need for development in
the MAI section D; Abstracting multiplication and division, where he did not apply
additive or multiplicative thinking to represent an Array.
A constructivist approach was taken when planning the lesson, by working
towards planning learning around Nicks strengths and extending on them with
engaging and challenging activities relevant to him as an individual learner, and
also the value of collaboration in a group of learners. As Gervasoni et al., (2012)
highlights, an environment that facilitates students to work together to actively
engage in key mathematical processes and encourage argumentation and
mathematical reasoning, can be achieved by scaffolding students to work in
collaborative groups, in this case, the whole class. In this lesson students are able
to learn in a whole – part – whole lesson where students can scaffold off each
other supported by the teacher.
This lesson is supported by frequent questioning and provoking ideas that are
aimed to get students to understand and consider the relevance of the lesson,
while making connections to prior learning, expectantly achieving relational
learners. Questioning is important to help ‘provoke’ the students to explain,
expand, reason, prove and share their findings from a variety of solution
Displaying and presenting information visually so that the relationships between
ideas can be seen clearly, such as the use of modelling and whole class activites,
is a great comprehension strategy for EAL/D learners, as Protheroe (2011) states.
This lesson provides visual demonstrations, which will help EAL/D students make
connections to prior knowledge. The construction of an anchor chart was included

in the lesson as this serves as a reference for future development of the
mathematical concept, and aids in the process of making thinking visible.
Newman (2010) believes that displaying anchor charts in the classroom helps
keep current learning relevant and accessible to students, while reminding them
of prior learning as well as assisting in making connections as new learning