Math Lesson Reflection: Analyzing Teaching Strategies in Mathematics

This assignment is a reflection on a math lesson, focusing on the teacher's strategies and classroom practices. The student observed a math lesson and interviewed the teacher, Desmond (pseudonym), to understand his teaching philosophy. The reflection highlights the importance of hands-on STEM lessons, incorporating different learning styles, and using ICT tools like app-based learning and YouTube channels to promote problem-solving and critical thinking. The teacher's approach emphasizes building math concepts from the ground up, encouraging communication among students, and providing opportunities for learning both inside and outside the classroom through homework assignments that encourage critical thinking. The reflection also touches upon how the teacher addresses students with varying levels of understanding and learning difficulties, aiming to provide equal learning opportunities for all. References to supporting literature are included.

Running head: MATH LESSON
MATH LESSON OBSERVATION REFLECTION
Name of the Student
Name of the University
Author note

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At the very outset it would be prudent to point out that the specific teaching strategies and
lesson has been quite successful in promoting problem solving and critical thinking skills in the
classroom. The hands on STEM lessons, particularly the ones that involve working practically
with science and technology based resources, not only help promote these skills, but also engage
all students equally. In the interview, my teacher mentioned that the students like to help each
other out. So that is one aspect where the hands on lessons become important, given that they are
not just testing theoretical skills but also how practically they can be encouraged. I have seen that
someone who receives straight A’s often struggle while working with tools, while someone who
might score lower in theory, can work with these tools better (Gilmore, 2013). So this creates a
productive classroom environment as well. Furthermore, when it comes to classroom learning,
nobody likes to follow a singular stagnant pattern. The lesson incorporates several elements
based on different learning styles. This helps complement the development of all students. With
respect to math learning as well, students helping each other solve problems is further supported
by the lesson incorporating various ICT tools like app based learning and YouTube channels
(Chandra & Briskey, 2012). Besides classroom presentation is also a strong supporting tool for
the process.
The key takeaways that I was able to gather from the interview are that teaching
philosophies differ between teachers. My teacher Desmond (pseudonym) attempts to promote
that math learning is not just through learning formulae but rather can be developed from the
very base (Interview Transcript), and therefore he provides the class with various examples and
then progresses to teaching the main base. With respect to communication, Desmond mentions
that he allows communication between the students in the classroom, as it helps develop their
knowledge and understanding as well as reduce a teacher – student barrier (Planas, 2014; Pia,

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2015). I think that is a very significant aspect of classroom communication since not everyone
would be equally confident and free with their teachers. Thus removing those interpersonal
barriers help promote learning as much as it promotes critical thinking and problem solving (Pia,
2015). He also mentions that he allows the students to freely use any ICT tool as long as they are
not explicitly copying from them. He mentions two YouTube channels, namely ‘mathloger’ and
‘3b1b (3blue1brown)’ which are significant sources for the students to learn about math, outside
of the classroom as well. This is also where the learning opportunities beyond the classroom
become important. Desmond likes to give homework that engage the students as well as a few
problems that promote critical thinking. Using the aforementioned channels help the students
find the solution or at least make progress. Besides, while they encounter these problems, they
can go back to the class and discuss amongst themselves, brainstorm and find the answers as
well. These findings therefore also provide directions towards future teaching by combining
several personal teaching aspects together, letting the teacher the liberty to make amendments to
his/her own teaching strategies as well.

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References.
Chandra, V., & Briskey, J. (2012). ICT driven pedagogies and its impact on learning outcomes in
high school mathematics. International Journal of Pedagogies and Learning, 7(1), 73-83.
Gilmore, M. W. (2013). Improvement of STEM education: Experiential learning is the
key. Modern Chemistry & Applications.
Pia, K. F. (2015). Barriers in teaching learning process of mathematics at secondary level: A
quest for quality improvement. American Journal of Educational Research, 3(7), 822-
831.
Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics
classroom. Educational Studies in Mathematics, 87(1), 51-66.

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Interview Transcript.
Interviewer: What is your teaching philosophy for math instruction?
Interviewer: as in how do you progress with your teaching once you are in the class?
Desmond: Trying my best to have students see that mathematics is not just formulae. That
everything we see can be built from ground up. And that's what I used to do. Bringing up
examples and giving students some tools to build onto the topic on their first before starting on.
Desmond: This, at first, used to hinder the progress of the smarter students first. So then I made
sure to keep encouraging them to use their thinking a bit more, getting to more solutions of the
given problem
Interviewer: Right.
Interviewer: Okay.
How do you provide a focus on hands-on practice and thinking mathematically?
Desmond: As I said, mathematics is not formulae. I try to first help the students see what we
would be getting to intuitively. Give them an example or two first. Giving multiple methods to
solve the same problem helps develop rigour as well
Interviewer: Alright.
In what way would you embed mathematics learning opportunities in the learning environment,
as well as beyond the classroom? As in both in the class as well as outside the class?
Desmond: I think that's where homework comes in. I usually divide homework in two parts.
When the topic is just covered, I give them multiple, small practice problems that help the
students get acquainted with the tool and gain proficiency. And then, after then, the next time,

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they get one or two questions that demand in depth thinking. Something that requires a lot less
paper/pen and a lot more musing.
Interviewer: That’s great. Just three more questions.
Interviewer: What tools and resources (including technology) do you use to allow exploration
and enhance conceptual understanding?
Desmond: I've given them free reign, to be honest. They can go with whatever they'd like.
Because during the semester/year, I try to get to know the depth of their understanding myself. If
internet helps someone learn then great. If they're just copying stuff, then I'd get to know.
Interviewer: That’s true. So you don't have any issues using YouTube or any form of app based
learning. Instead if it helps, you promote whatever the students feel comfortable using, as long as
they are not plagiarizing completely. Am I right?
Desmond: Oh yes. In fact, channels like mathloger, 3b1b are actively encouraged.
Interviewer: I see.
What about communication? How do you incorporate communication as part of thinking
mathematically?
Desmond: I do set aside a few minutes for interaction. But, sadly can't spend a lot of time while
doing so. To keep up with the schedule. However, I do encourage some classroom based
communication wherever possible. I allow the students to work in groups and find out the
solution to a problem that they are facing. And of course there are students with varying levels of
maths knowledge. So putting an A grader together with someone who struggles and making sure
that the former helps the latter identify the issues actually helps more than it might seem. They

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are friends and classmates after all. So if they communicate it reduces that, what you call student
teacher barrier I think. So, yeah that is something I actively promote in the class.
Interviewer: i see. Alright last question.
Desmond: Sure!
Interviewer: So you might have encountered students with certain disabilities, learning
difficulties or 'exceptionalities' as we like to call them. How do you ensure an equal learning
opportunity for all students, including those with exceptionalities?
Desmond: That's something that I struggle with to this day. And that's why, I think the first few
classes are tried in setting up goals for them individually. Should I aim for them to just pass?
Should I try to have them indulge a bit more? And work on it accordingly.
Interviewer: Right. So what in your opinion works best?
Desmond: I think it works on a case by case basis
Interviewer: Okay. So certain students might be able to just pass whereas for other they can take
a bit more and so you indulge them a bit more as well. Is that the case?
Desmond: Yes.
Interviewer: Alright
Desmond: And of course, it saddens me a lot at setting a "just pass" goal for some students. I
mean, sometimes, yes, you can't help it. But, other times, the potential I see in them go to waste
is sucky
Interviewer: I Understand.

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Interviewer: Well thank you so very much. It has been a great help.
Desmond: You’re most welcome. It’s been a pleasure.