The classroom focusing on math

understudies. Given the expected worth of such figures propelling scholastic achievement and hence impacting results like maintenance, wearing down, and graduation rates, research is justified as it might give understanding into non-mental techniques that could be of possible benefit to this populace (Lamm, 2000) . Part I: INTRODUCTION TO THE STUDY Introduction The country is encountering a basic lack of medical care suppliers, a deficiency that is supposed to increment in the following five years, similarly as the biggest populace in our country's set of experiences arrives at the age when expanded clinical consideration is essential (Pike, 2002). Staffing of emergency clinics, centers, and nursing homes is more basic than any time in recent memory as the enormous quantities of 'people born after WW2's start to understand the requirement for more continuous clinical mediation and long haul care. Interest in turning into a medical caretaker has disappeared as of late, presumably because of the historical bac

Sample Solution

For this field experience, I had the opportunity to observe a math classroom and interview my mentor teacher in order to gain insight into their teaching philosophy. My mentor teacher has been an educator for many years, and they described their teaching philosophy as one rooted in “hands-on practice, exploration, communication and critical thinking”. They strive to provide students with learning opportunities that allow them to think mathematically by utilizing tools such as manipulatives, technology, math games and other resources. When it comes to providing hands-on practice for students within the classroom environment, my mentor teacher stated that they focus on helping students develop problem solving skills through activities that allow them to explore mathematical concepts from different angles. For example, during one lesson I observed all of the students working together on a problem involving area where they had to measure out spaces using cubes in order to solve it. This allowed them make connections between the abstract concept of area with its real world application thus enhancing their conceptual understanding of the topic. Moreover, my mentor teacher also incorporates communication as part of thinking mathematically by having groups discuss solutions or ask questions when they are stuck. In addition, they often use technology such as tablets or laptops so that deeper investigations can be done at home or school if need be (e.g., access websites with additional explanations). Overall then, it is clear that my mentor teacher has developed a comprehensive teaching approach which focuses heavily on hands-on practice but also provides multiple avenues for exploration and encourages critical thinking throughout each lesson. In light of this then, I believe that this type of approach could be beneficial not only within mathematics instruction but also beyond the classroom too since it promotes collaboration amongst peers which is vital for creating an environment conducive towards deep learning experiences. Moving forward then more research needs to be conducted around how best these methods can be applied within STEM fields so teachers have access evidence based strategies which will help ensure student success across all disciplines.