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Case Study on Mathematics

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Added on  2020-04-13

Case Study on Mathematics

   Added on 2020-04-13

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Running head: Case Study on Mathematics1Case Study on MathematicsNameInstitution
Case Study on Mathematics_1
Case Study on Mathematics2CASE STUDY ON MATHEMATICSThe intention of this research is to discover the connection between the characteristics of a tutor and the circumstantial dynamics, the choice of the task by the teacher and the preservationof the cognitive demands of those chosen tasks. In this particular case study, the teacher gave thestudents a task that involved high cognitive demand, and this called for the students to relate withthe fundamental principles of mathematics and thus improving their critical and creative thinkingcapabilities. The learners were supposed to solve the following; “James rode his bicycle to the park and while there he saw some of his classmates with bicycles and others with tricycles. He counted 18 wheels in total. While describing your reasoning, determine the number of bicycles and tricycles that were at the park.”During their conversation in class the students exhibited their mathematical thinking, their ability to solve problems, their reasoning skills as well as their technical and conceptual understanding of the task. The students engaged in heated conversations and each of them applied what they knew to the task to come up with the solution. The learners exhausted all the possible combinations of 18 that are multiples of three and two. One of the students suggested a combination of three bicycles and they noted that this would result in six wheels. The result would mean that 12 wheels would remain and since twelveis divisible by three, they realized that four tricycles were present at the park. Another pupil added a suggestion of six bicycles and two tricycles. From the discussion the students concluded that two possible combinations were possible; three bicycles and four tricycles or six bicycles and two tricycles.
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Case Study on Mathematics3Culturally related teaching is a form of training that enables the student to acquire social, intellectual, political and emotional skills by applying cultural referents to convey information, abilities, and approach (Gibbons et al., 2013). Schools should, therefore, offer social context for education that enables the learners to access information in comfortable ways. By providing a social context schools can therefore easily meet the needs of all the students who portray a difference in cultures (Hasshim et al., 2012). Teachers also need to be in possession of empowered non-deficit assessments of their learners by giving them mathematical tasks that enable the students to ask themselves tough questions (Thomas, 2015). Teachers need to be moreproficient and build their connections with both the community and the students so as to become more knowledgeable with culturally relevant approaches to teaching (Nilholm & Alm, 2010) Due to the increasing variety of in classrooms and the necessity to make mathematics relevant to all learners irrespective of cultural background educators must be able to implement teaching that is culturally relevant and at the same time challenge their students to maintain the high intellectual demand nature of a task (Charalambous, 2010). To warrant that the learners engage in a high level of thinking, the teachers need to often pick and implement a task that encourages thinking and high-level reasoning.As the students discussed to solve the question, I was actually very impressed with how they maintained the high cognitive nature of the task. I thought to myself that providing the teachers with the chance to involve their students in the analysis of mathematical tasks and applying these tasks in the classrooms would enable the tutors to select more demand tasks that are cognitive and apply them. In doing so, the cognitive demands are achieved and the quality of teaching is improved to the standards required in the current century. There is thus need for the
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