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African American Education Strengths And Weaknesses

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For this assignment, I gave the assessment that I created to a small group of students. This group was composed of four fifth grade African American female students and only one fifth grade African American male student. Each of the students were on different levels in regards to academic ability and each of the students had their own personal academic strengths and weaknesses. Before administering this assessment, I discussed the academic levels of the students with my cooperating teacher and she was confident that the students would be able to complete most of the questions on the assessment correctly because the worksheet covered topics that the students have already learned and topics that my cooperating teacher encouraged me to review with the students before they take the New York State Mathematics Test next week. Before administering the assessment, I had seen each of the students complete problems related to the topics on the assessment. For example, I had observed students completing a worksheet about multiplying and dividing fractions, a topic that I planned to put on my assessment. …show more content…

In this assessment, I included concepts that related back to the topics that the students had just previously learned about in the past few weeks. These topics included multiplying fractions, dividing fractions, volume, and converting within the metric system. I was able to find specific Common Core Learning Standards that related to these topics. I have listed these standards below in order of the topic above. Math Common Core Standards: CCSS.MATH.CONTENT.5.NF.B.4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Math Common Core Standards:

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Therefore, relating to the identification and describing multiples and factors of whole numbers to solve equations which is content descriptor ACMNA098. Furthermore, the teacher uses posed questions to help the student explore number sequences to solve problems, which reflects elaboration of the content descriptor ACMNA098. Additionally, the students develop critical thinking skills when solving the maths problems (ACARA, n.d.-c, ACMNA098). In the lesson, Kelly places students in pairs to solve questions where they break down the mathematical problems and discuss the written strategies they used to solve the problem; this reflects content descriptor ACMNA291 (ACARA, n.d.-c, ACMNA291). Later on, towards the end of the lesson, Kelly asked the pairs to review how they found their answers and displayed them on the whiteboard.

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M Standards outline the essentials of a high-quality school math programs. This committee helps to provide a common foundation for all students to learn math. This common thread requires strong support for teachers and administration as well. IN 1989, this commission focused on two goals, one was to create a vision of what it means to be mathematically literate, and the other was to create a set of standards to guide the revision of curriculum.

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The CCSS math standards are formatted in eleven domain (Counting & Cardinality, Operations & Algebraic Thinking, and Number & Operations in Base Ten, Number & Operations-Fractions, Measurement & Data, Geometry, Ratios & Proportional Relationships, The number System, Expressions & Equations, Functions, and Statistics & Probability) which provides clarity and specificity rather than broad general

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Numeracy is not just about solving algebraic expression, rather, it is about the application of mathematic in context and utilising skills to solve real life problems (Tout, 2015). Therefore, to be considered numerate, student should possess the ability to identify when and where they need to apply their mathematical knowledge and skill in order to critically analyse situations and solve practical problems (Council of Australian Government, 2008). The two curriculum documents emphasises the fact that numeracy is not just maths but has application to cross curriculum subjects such as science, geography and civics (ACARA, 2014; VCAA, 2015). The Victorian curriculum also highlights the importance of numeracy and extrapolates, that numeracy is not fundamentally defined by mathematics, rather has a much wider scope, therefore, numeracy is not something teachers assess separately, but must be incorporated into assessments of subjects across the board (VCAA,

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Fractions are often considered one of the most difficult concepts for students to learn during elementary school. The idea of having many parts of a number or a whole can feel abstract. This concepts becomes more challenging as students must apply fractions to addition, subtraction, multiplication, and division. Order to do that, students must have a strong conception of what is a fraction and it’s value. Although fractions are often introduced in upper elementary grades through worksheets, it does not hold the same value as using other more visual methods that can support their understanding (Saxe, 2007).

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National Council of Teachers of Mathematics (NCTM) (2000) states that students in grades three through five are expected to a) develop fluency with basic number combinations for multiplication and division and use these combinations to mentally compute related problems and b) develop fluency in adding, subtracting, multiplying and diving whole numbers. Recent theories indicate that students might perform at higher levels and enjoy solving challenging math problems if they are fluent in their basic multiplication math facts (Bystrom, 2010, p. 3). Current mathematics reform calls for changes in mathematics teaching and learning (NCTM, 2000). Although there have been numerous studies on fact fluency (e.g., Van de Walle, 2014), there has been

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