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333328483
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The Effective
Mathematics
Classroom
Ramil B. Bellen
MST Instructor
Objectives:
At the end of this module, the student will:
1. Identify ways of becoming effective mathematics
teacher.
2. Describe classroom observation in mathematics
classroom setting.
3. Enumerate some best practice for mathematics
instruction
What does the research say about teaching and learning
mathematics?

 Structure teaching of mathematical

concepts and skills around problems to be
solved (Checkly,1997; Wood & Sellars,
1996; Wood & Sellars, 1997)
What does the research say about teaching and learning
mathematics?

 Encourage students to work cooperatively

with others (Johnson & Johnson, 1975;
Davidson, 1990)
What does the research say about teaching and learning
mathematics?

 Use group problem-solving to stimulate

students to apply their mathematical
thinking skills (Artzt Armour-Thomas, 1992)
What does the research say about teaching and learning
mathematics?

 Students interaction in ways that both

support and challenge one another’s
strategic thinking (Artzt, Armour-Thomas, &
Curcio, 2008)
What does the research say about teaching and learning
mathematics?

 Activities structured in ways allowing

students to explore, explain, extend, and
evaluate their progress (National Research
Council, 1999).
What does the research say about teaching and learning
mathematics?

 There are three critical components to effective

mathematics instruction (Shellard & Moyer, 2002):
1. Teaching for conceptual understanding
2. Developing children’s procedural literacy
3. Promoting strategic competence through
meaningful problem-solving investigations
What does the research say about teaching and learning
mathematics?

 Students in the middle grades are experiencing

important crossroads in their mathematical
education. They are “forming conclusions about their
mathematical abilities, interest, and motivation that
will influence how they approach mathematics in
later years” (Protheroe, 2007, p.52).
What does the research say about teaching and learning
mathematics?

 Instruction at the middle grades should build on students’

emerging capabilities for increasingly abstract reasoning,
including:
Thinking hypothetically
Comprehending cause and effect
Reasoning in both concrete and abstract terms
(Protheroe, 2007)
 A. Classroom Observations
Classroom observations are most effective when following a clinical
supervision approach:

Pre- Classroom Post-

Conference Observation Conference

Feedback
B. Classroom observations: What should the
teacher be doing?
In an effective mathematics classroom, an observer should
find that the teacher is (Protheroe, 2007):

 Demonstrating acceptance of students’

divergent ideas.
B. Classroom observations: What should the
teacher be doing?

 Influencing learning by posing

challenging and interesting
questions.
B. Classroom observations: What should the
teacher be doing?

 Projecting a positive attitude

about mathematics and about
students’ ability to “do”
mathematics.
C. Classroom observations: What should the
students be doing?

In an effective mathematics classroom, an observer

should find that students are (Protheroe, 2007):

 Actively engaged in doing

mathematics.
C. Classroom observations: What should the
students be doing?

Solving challenging problems.

C. Classroom observations: What should the
students be doing?

Making interdisciplinary
connections.
C. Classroom observations: What should the
students be doing?

 Sharing mathematical ideas.

C. Classroom observations: What should the
students be doing?

Using multiple representations to

communicate mathematical ideas.
C. Classroom observations: What should the
students be doing?

Using manipulatives and other

tools.
 •Students must be
D. Classroom challenged with
observations:
higher level
What kinds of
questions to questions that
ask? follow the lower-
level questions.
 Focus lessons on
E. What are
some best specific
practices for concept/skills that
mathematics
instruction? are standards-
based
 Differentiate
instruction through
E. What are flexible grouping,
some best individualizing
practices for lessons, compacting,
using tiered
mathematics assignments, and
instruction? varying question
levels
 Ensure that
instructional
E. What are
some best activities are learner-
practices for centered and
mathematics
instruction? emphasize
inquiry/problem-
solving
 Use experience
E. What are
some best and prior
practices for knowledge as a
mathematics
instruction? basis for building
new knowledge
 Use cooperative
E. What are
some best learning
practices for strategies and
mathematics
instruction? make real-life
connections
 Use scaffolding to
E. What are
some best make connections
practices for to concepts,
mathematics
instruction? procedures, and
understanding
 Ask probing
E. What are questions which
some best require students to
practices for
mathematics justify their
instruction? responses
 Emphasize the
E. What are
some best
development of
practices for basic
mathematics
instruction? computational
skills
  Have a high level of student engagement
 Demand higher-order thinking
 Follow an inquiry-based model of
From NCAE, instruction – including a combination of
cooperative learning, direct instruction,
the National labs or hands-on investigations, and
Center for manipulatives

Educational  Connect to students’ prior knowledge to

make meaningful real-world applications
Achievement  Integrate literacy activities into the
courses – including content-based
reading strategies and academic
vocabulary development
Additionally…
…
Fostering an environment where students
“feel safe trying to answer questions, make
presentations, and do experiments, even if
they make a mistake”
Strategies to be discussed are:
Reflection:
Using a sheet of paper, read the Article,
“The Effective Mathematics Classroom”
and write a 300 words of reflection about
the article.
https://www.andrews.edu/sed/leadership_dept/webinars/presentationdoc
uments/the_effective_mathematics_classrroom.pdf