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...

This preview shows page 1 - 3 out of 5 pages.

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.
Image of page 1
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
Image of page 2
Image of page 3

You've reached the end of your free preview.

Want to read all 5 pages?

  • Spring '17
  • mr. smith

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern

Stuck? We have tutors online 24/7 who can help you get unstuck.
A+ icon
Ask Expert Tutors You can ask You can ask You can ask (will expire )
Answers in as fast as 15 minutes