Teaching Equivalent Fractions in Mathematics

Education Teaching
Mathematics

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................3
CRITICAL ANALYSIS..................................................................................................................3
ALTERNATE LESSON..................................................................................................................5
JUSTIFICATION............................................................................................................................6
CONCLUSION................................................................................................................................7
REFERENCES................................................................................................................................8

INTRODUCTION
Mathematics is the unique subject in the academic life of any student because it helps in
providing an effective way for building mental discipline and also encourages the students’
logical reasoning and the mental rigour. The mathematical knowledge plays the most important
role in examining the contents of the other subjects such as social studies, science and not only
this but also art and music (Bouck and et.al., 2017). The mathematics teacher must be effective
in delivering the lesson by inspiring the students for looking beyond the pages of the textbook
which helps the students in becoming the critical thinkers and the problem solvers. This report
will shed light on the ways in which the mathematics teacher teaches the lesson on the specific
topic and will critically analyse the discussion. This will be followed by describing the alternate
lesson which can be used to improve the existing ways of teaching the specific lesson. Various
goals will be decided for the alternate lesson planning. Justification will be made for choosing
the new methods to teach specific mathematics topic.
CRITICAL ANALYSIS
All the teachers have different methods of teaching. In the given case, the mathematics
teacher is supposed to teach the topic of equivalent fractions to the students. The major thing
analysed from the lesson is that the teacher started teaching the lesson without linking it to the
prior knowledge of the students so that they can relate it what they have learned. The teacher
must first check the knowledge and the basic concepts of the students and then continue the
teaching. This can be evident by the theory of constructivism that Math is a vertically
structured and cumulative discipline which can be learned by building on the concepts which are
previously learned like fractions and decimals in this case (Bouck and et.al., 2017). This can be
analysed from the existing teaching that the teacher directly asks the students about the fraction
which is equivalent to 1/2, 4/5 and 6/8 (Deringöl, 2019). The teacher tried to focus on the speed
and accuracy of the students. The teacher did not ask everything individually but placed he
students into six groups having four students each.
This can be analysed from the teaching that the teacher made use of the concrete material
such as the sheets of A4 size paper, coloured counters, coloured pencils, calculators and rulers.
This was the best thing about the teaching method that the teacher not only taught the concepts
of the equivalent fractions theoretically but also implemented the same with the real world things
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