Question 1
The teacher had the opportunity of face to face interaction with the students, and this enabled him/her to have first-hand information about the learner’s behavior towards the mathematical topic. The teacher initiated a practice exercise with the students to know the understanding level of the student on the theme of study ("A Comparison of Mathematics Classroom Observation Protocols" 154-175). The teacher used questionnaires and interviews on learners on a variety of concepts which required the students to apply their mastery skills key in mathematical concepts learning.
The teacher was also able to know the ability and potential of his/her learners during the lesson through interaction between the learners and their teacher. The teacher also had the chance to identify the interest of various individuals towards the topic of study and note whether they like or dislike the topic.
Question 2.
The methods that I used to record the findings ranged from paper works, audio recording and video records. These records were very instrumental in monitoring the teacher, student’s relationship in class and how it impacts learning of mathematics ("A Comparison Of Mathematics Classroom Observation Protocols" 154-175).
Question 3.
The teacher was able to serve the students without partiality by providing the necessary resources required in promotion of learning in the classroom. I however noted that different students had different potentials that required different levels of accommodation that the teacher provided (Genc and Buyukkarci 83-91). Further the teacher had to consider the various students taking into account their different modes of understanding that is to mean he/she had to give attention to both the slow and fast learners in class this acted as motivation to the students towards the topic.
Question 4.
Mathematics is a practical subject and requires the active participation of both the teacher and the learners to enable effective learning in a classroom (Genc and Buyukkarci 83-91). The teaching of mathematics also requires the teacher to test the understanding of the learners in the mastery of various concepts involved in the subject. Learning of mathematics needs the teacher to motivate learners always and reward them whenever they show positively in mathematics problem-solving skills.
Works cited
Genc, Bilal and Kagan Buyukkarci. "An Assessment Of Pre-Service Language Teachers’ Practicum Observation Forms: Descriptive Observation Vs. Critical Observation". Educational Research eJournal 2.2 (2013): 83-91. Web.
Genc, Bilal and Kagan Buyukkarci. "An Assessment Of Pre-Service Language Teachers’ Practicum Observation Forms: Descriptive Observation Vs. Critical Observation". Educational Research eJournal 2.2 (2013): 83-91. Web.
