Rationale:

Context:

This project was completed in the Spring of 2008 under the advisement of Dr. Art Quickenton for CI 4030, Teaching Mathematics in the Elementary School with Appalachian State University. The case study was done with a student from Startown Elementary school, and the mock parent conference was conducted with a friend. This project was completed in conjunction with my internship in Mrs. Sigmon's First grade class.

Impact:

This project will assist me as a teacher because of the direct correlation between my teaching and what my students are learning. When I take the time to observe my students and recognize their strengths and weaknesses I will become a better teacher who will meet the students where they are. I believe this will help me to prepare my lessons and to know which direction I need to take my students in order to benefit them the most.

Alignment:

Standard 2: Elementary teachers have a broad knowledge and understanding of the major concepts in mathematics.

Indicator 1: Teachers have knowledge of number sense, numeration, and numerical operation. Teachers illustrate, explain, and demonstrate prenumeration, numeration, fractions, decimals, rational numbers, integers, ratio, proportion, and percentages, and apply the four basic operations (addition, subtraction, multiplication, and division) with symbols and variables to solve problems and to model, explain, and develop computational algorithms.

This standard was met by explaining to the student strategies to use to figure out what steps are needed to complete the addition problems. I also discussed ways that the student would be able to use various manipulatives to help him solve the problems.

Standard 7: Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.

Indicator 3: Teachers promote new learning by using students' prior knowledge, misconceptions, and interests when designing lessons.

This indicator was met by understanding and using the students prior knowledge of mathematical terms and their misconceptions about what the terms actually meant. I also was able to use their interests in manipulating numbers to solve addition and subtraction.

Indicator 4: Teachers implement a variety of teaching and communication strategies for instruction.

This indicator was met because I taught the student various ways of how to approach the types of problems that were presented in the three lessons that were taught.

Indicator 5: Teachers assist students in developing multiple learning strategies to address discipline specific content, critical thinking, and problem solving skills.

This indicator was met because the student was taught how to think critically about what the problem was asking while at the same time learning how to solve the actual problem.