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 Thorton Elementary school, and the mock parent conference was conducted with a friend. This project was completed in conjunction with my internship in Mrs. Meadows’ kindergarten 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 1: 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.
I met this standard by implementing strategies needed to complete the subtraction problems. Various manipulatives were introduced that helped the students solve the subtraction problems.

Standard 7: Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.
Indicator 1: Teachers develop and implement the pacing and alignment of curriculum that is conistent with the NC SCOS, LEA standards and pacing guides, and national standards in all subject areas. I met this indicator by following the pacing guide set by the cooperating teacher in order to keep the students on the appropriate pace.

Indicator 2: Teachers understand and use an interdisciplinary approach to teaching by connecting and intergrating language arts, mathematics, science, social studies, healthful living, and arts concepts and processes, with appropriate technologies to enhance their teaching. I met this indicator by using life examples when explaining the material.

Indicator 3: Teachers promote new learning by using students' prior knowledge, misconceptions, and interests when designing lessons.
This indicator was met by identifying and incorporating the students’ prior knowledge of mathematical concepts. Using “real life” situations motivated the students to work hard.
Indicator 4: Teachers implement a variety of teaching and communication strategies for instruction.
This standard was met by introducing various techniques of how to approach the problems that were presented in the three lessons plans.
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 through teaching the student to think critically about the problem. What is the problem specifically asking and learning ways to solve the problem.