High-Quality Mathematics Instruction: What Teachers Should Know

Assessment

Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, turn it in using your professor’s preferred method. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.

1. Although many students struggle with mathematics, there are several groups of students who have an especially difficult time mastering mathematics knowledge and skills.
   1. Identify the three groups of students.
   2. For each group, describe at least two common challenges that they encounter with mathematics.
2. Name and describe the components of high-quality mathematics instruction.
3. Describe the purpose of having standards for mathematical content as well as mathematical practice.
4. Choose one of the scenarios below. Of the EBPs discussed in this module:
   1. Select two to address the student’s needs.
   2. Explain why you chose these two EBPs.

   Scenario 1: Elementary

   Ali, a third-grade student in Ms. Hunker’s class, has a learning disability in mathematics. When he attempts to solve word problems, Ali struggles to figure out whether he needs to multiply or divide. Though fluent in multiplication, he experiences some difficulty when doing long division, specifically remembering to implement all the steps.

   Scenario 2: Secondary

   Rebecca, a 10th grader in Mr. Haywood’s geometry class, struggles to master and apply the geometry rules related to polygons and the angles of polygons. When Mr. Haywood helps her work through a problem, she seems to understand what she is doing, but she is currently unable to work through the problems independently. Mr. Haywood notices that she often draws her figures inaccurately and sometimes does not draw a figure at all.

5. The module discussed three classroom practices (i.e., encouraging student discussion, presenting and comparing multiple solutions, assessing student understanding).
   1. Select any two and describe their importance for teaching mathematics.
   2. Discuss how you plan to put these practices into effect in your own classroom.