R teachers

Teacher 1:
Routines:
He mainly want to explain about the concept of polynomial. He refers to a definition. He explains the definition by unpacking the components of the definition, giving examples and non-examples.

The starting point is a one term polynomial. Then he extends into the more than one term of definition continuing with the introduction of components of polynomial (term, exponent, coefficient, variable, constant, degree). After that introducing the classification of polynomial: monomial, binomial, and trinomial

The teacher emphasis that this to clarify to enable them to proceed with the work sheet by their own.

The interaction is mostly chorused. As a result, it is difficult to judge about learner's understanding. However, many incidents still shows that what teacher's just explained (confirmed by his learners by saying YES for question "ARE WE TOGETHER"n or "DO YOU UNDERSTAND"), selected learners answered incorrectly.

The issue here is mostly PCK and curriculum knowledge. What do you think?

Teacher 2:
This shows a very interesting math talks. The space of learning in her class is much broader that in T1 and T3.

Routine:
The teacher make corrections on each learner's homework while waiting for someone to finish writing the answer for one problem on the board. Learners take turns to do this without any instruction. Every one number is finished written, she ask for learner's attention to check and discuss the correctness of the answer. The teacher also opens a chance for other learners to agree or disagree and learners often gives their reasons.
Through this, we can see the learner's struggle in algebra.

This is a type of routine that happen in all event. As a result, in many occasion, the right answer comes from learner and the teacher just confirm.

The classroom culture is very interesting, as learner's participate actively in the classroom, and not hesitate to give his/her reason, and to ask question.

Mathematically, this needs a deeper discussion and ideas come into my mind: .....

Teacher 3:
Routine

The teacher mainly to introduce the exponent law and the intention that learner could apply the law.

It starts from the most simple example to the more complex. The teacher didn't make connection even though the learner did it (such as using definition and cancellation law).

The teacher starts with two exercise with a reason to know learners prior knowledge. Then explain the law one by one and gives the example quite similar with the law without any explanation about why or how do we make sense of it.

After that, the teacher give exercise and ask learner to solve it. From there, he again explain what the learner did and conclude correct or incorrect. The learner doesn't get a chance to explain his/her thinking.

Finally, teacher gives classroom tests to check learner's understanding, with a more complex problem and they must be done in 5 minutes. The teacher then chooses selected learner to solve the problems. It is still the same routine, teacher explain the learner's answer.

Sent from my BlackBerry® wireless device