edTPA ELE Task 4 Assignment

EDUC 530

Elementary Education - Mathematics

Task 4: Mathematics Assessment Commentary

c. Using the chart provided in 1b, discuss the patterns of learning across the whole class relative to

· conceptual understanding

· procedural fluency

· mathematical reasoning/problem-solving skills

Be sure that you mention conceptual understanding, procedural fluency and mathematical reasoning/problem-solving skills when discussing the patterns of learning across the whole class. You may ask yourself what problems you see in student learning as it relates to each of these three areas. This response should be detailed at no less than 2-3 paragraphs.

2. Analyzing Student Learning—3 Focus Students

From your analysis of whole class student learning, identify one area where students struggled mathematically. Using the Volume student work samples, select from those samples to show how students struggled in this area. These student samples will be your focus students for this task. At least one of the focus students must have specific learning needs, for example, a student with an IEP (Individualized Education Program) or 504 plan, an English language learner, a struggling reader, an underperforming student or a student with gaps in academic knowledge, and/or a gifted student needing greater support or challenge. After evaluating the student work samples, one of those students should fall in a category above evidenced by their math abilities.

a. In what form did you submit the work samples for the 3 focus students?

· Written work samples in text files

b. Analyze the 3 students’ work samples and describe the students’ struggle(s) as they relate to the underlying mathematical understanding and/or concept. Demonstrate how the Case Study examples from the Error Analysis Assignment help you here. This response should be detailed at no less than 2-3 paragraphs.

For example, if a student error occurs in a subtraction problem, then the underlying mathematical understanding may include regrouping, meaning of subtraction, and/or subtraction as the inverse of addition. The related mathematical understanding becomes the basis for the targeted learning objective/goal for the students.

3. Developing Students’ Mathematical Understanding

a. Based on your analysis of the focus students’ work samples, describe a targeted learning objective/goal for the students related to the area of struggle.

b. Describe the re-engagement lesson plan

Using the bulleted prompts below, write a re-engagement lesson plan to develop each focus student’s mathematical knowledge in relation to the targeted learning objective/goal. Be specific here (just as you were in crafting your lesson plans during weeks 4 and 6). Be sure to also integrate what you have learned from the Meta-Analysis. Your description FOR EACH STUDENT analyzed in the Volume Pre and Post assessments should include

· targeted learning objective/goal from prompt 3a

· state-adopted academic content standards that were the basis of the analysis

· strategies and learning tasks to re-engage students (including what you and the students will be doing)

· representations and other instructional resources/materials used to re-engage students in learning

· assessments for monitoring student learning during the lesson (e.g., pair share, use of individual whiteboards, quick quiz)

This response should include one detailed paragraph for each student according to their individual work samples. You can label each paragraph Student 1, 2 and 3.