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Home > Math > Case Study

Case Study

NC- North Carolina DPI Elementary Education Specialty Area Standards
Standard: Standard 2: Elementary teachers have a broad knowledge and understanding of the major concepts in mathematics.
Indicator: Indicator 2: Teachers have knowledge of geometry and measurement. Teachers:
Detail: Understand construction of simple geometric figures,
Indicator: Indicator 3: Teachers have knowledge of patterns, relationships, functions, symbols and models. Teachers:
Detail: Understand patterns, relationships, functions, systems, and models,
Detail: Recognize and use likeness and differences in defining and describing patterns with actions, words, objects, numbers, and set,
Indicator: Indicator 4: Teachers have knowledge of data, probability, and statistics. Teachers demonstrate an understanding of:
Detail: The importance of formulating the proper question in order to obtain measurement and reliable answers through analysis,
Detail: How to systematically collect, organize, analyze, and summarize data in order to predict outcomes,
Detail: Various methods for reporting and representing data (graphs, charts, tables, and grids),

Case Study Rationale

Context

 

During my Block II internship at Mountain View Elementary School, in Ashe County, I was placed in a first grade class under Mrs. Ashley Fields.  While I was in this classroom, I was required to conduct a case study on one specific student.  The purpose for the case study was to give me the experience of assessing how much a student knows about the topics covered during the mathematics sessions of my field experience throughout my semester at Mountain View Elementary School.

 

Impact

 

As a teacher, I will be able to use the knowledge gained about conducting a case study to assist me with recording my future students’ comprehension levels.  It will be important for me as a teacher to be able to observe how well my students comprehend the information that I will be teaching them.   After conducting the case study, I have also learned methods to help the students who do not comprehend the information taught.  These methods will ensure the students progress within mathematical concepts.

 

Alignment

 

I met standard 2, indicator 2 through showing my knowledge of geometric figures within the lesson on hexagons.

 

I met standard 2, indicator 3 through showing my knowledge of patterns within the lesson on translating patterns.

 

I met standard 2, indicator 4 through showing my knowledge of how to collect and represent data during the lesson on the representation of the class surveys.

File Attachments:
  1. First Grade Student Case Study First Grade Student Case Study
Author: Lori M. Dillard
Last modified: 11/15/2006 2:59 PM (EST)