Case Study #2 - Intro to Math.docx - Brock Powers Case Study#2 Summary An eighth grade geometry math class consisting of 35 students is held in a

# Case Study #2 - Intro to Math.docx - Brock Powers Case...

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Brock Powers Case Study #2 Summary An eighth grade geometry math class consisting of 35 students is held in a classroom on the date of November 29 th in Japan. The lesson is taught by a male professor (unknown name) and his male apprentice, Teacher Ebina. The class period focuses on two dimensional figures and how you can have same areas of triangles by using parallel lines. Instructional Aspects Mathematical goals and objectives The mathematical goal of the teacher’s instruction was to increase the student’s knowledge on the principles of two dimensional figures. The instructor’s objective was to help his students know how you can use parallel lines to make triangles with equal area. The professor attempts to fulfill these goals and objectives through his lectures along with group and individual activities. Specific activities done in this period were transforming multiple different polynomial figures into triangles with equal area in the students’ notebooks. Physical environment The classroom contains 35 desks, all facing the front towards the main chalkboard. They are evenly spaced out with roughly 6 rows and 6 columns and enough space for a person to walk up and down there. The front of the room has a large chalkboard, a teacher’s desk, a teacher’s table, a television, and some posters hung against the wall. There are 2 door exits and glass windows at the side of the room. In the back of the classroom there is another chalkboard, posters hung against the wall, and school supplies and documents in cabinets. Some educational tools that are available are a big metal triangle, pieces of chalk, an eraser, and a pencil sharpener. All students and teachers are professionally dressed.
Learning atmosphere The class environment is relaxed and spirited throughout the period. The teachers and students are all seen smiling and laughing together frequently. The teachers speak to the students with respect and understand that every student is not the same. He often says, “You’re sharp”, to let the student know he or she is doing a good job. He makes sure the student understands why he or she got the correct answer before he moves on. The teachers get down low to the students level when helping them so that they are not seen as overpowering. The head professor challenges his students to find different ways to get solutions. For example, he makes his students try to get triangles to have the same area by

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• Spring '17
• mr. smith

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