Expert answer:I need a case study for an Algebra 1 lesson.
Expert answer:After you have completed lesson you will write a case study (approximately 3-5 pages, double-spaced) describing an episode from the implementation of this task. This will not be a complete transcript of the activity, but it would be good to include some direct quotes from students and dialogue between the students, if possible. The episode needs to illustrate some aspect of children’s mathematical thinking, critical mathematics and/or cultural relevance and cognitive demand of task in its implementation, as well as your ability to reflect on that thinking, identify larger teaching issues raised for you by the episode you describe and/or maintaining the cognitive demand of the high level task
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MAED 5352 Patterns and Algebra
Module 7 – Assignment: Case Study on Maintaining the
Cognitive Demand of a Critical Mathematics Task
Submit Case Study by 11:59 p.m., Saturday of Module 7.
Candidate:
Date:
Grade Level/Subject Area:
Overview: Case Study on Maintaining the Cognitive Demand of a Critical Mathematics Task
You have learned about Lesson Cycles throughout this M.Ed. program. During MAED 5351, you
learned about critical mathematics and Teaching Mathematics for Social Justice and in this course
you learned about culturally relevant/responsive mathematics teaching. In addition, in MAED 5351
and this course you learned about selecting and maintaining the cognitive demand of a high level
task through using a protocol called “Thinking Through a Lesson Protocol” (TTLP) presented in the
Stein et al (2008) article. Using these foundations, along with your standard(s) of choice (i.e.,
TEKS, CCSS, etc.), and any of the activities you created during the course, you can post your
lesson plan on the Discussion Board (which is optional during modules 6 and 7) for your
colleagues to critique. Then, you will make any needed revisions and implement (“try out”) the task
with at least three individuals (students, relatives, class, small group, etc.). (NOTE: You are not
limited to using activities already discussed during this class, but I prefer that you select a
Patterns, Algebra or Algebra Reasoning topic, regardless of the grade or subject you teach.
The format of the lesson plan is what is useful for you. In this program, you have learned
about 5-E and in this course you learned the TTLP format; in your district you may have a
particular format – please use the format that is useful for you). For this assignment, I am
interested in the implementation and your reflection on the lesson –the lesson plan itself will not be
graded, which is why you have options for the format.
After you have completed the steps above, you will write a case study (approximately 3-5 pages,
double-spaced) describing an episode from the implementation of this task. This will not be a
complete transcript of the activity, but it would be good to include some direct quotes from students
and dialogue between the students, if possible. The episode needs to illustrate some aspect of
children’s mathematical thinking, critical mathematics and/or cultural relevance and cognitive
demand of task in its implementation, as well as your ability to reflect on that thinking, identify
larger teaching issues raised for you by the episode you describe and/or maintaining the cognitive
demand of the high level task. NOTE: If you were not able to incorporate critical mathematics
or cultural relevance/responsiveness in the lesson plan, please include possibilities – I want
you to begin thinking of how you can teach mathematics in this way while not taking away
from the high cognitive demand or the required content/standards
Suggestions on how to write your case study:
•
Begin your case study by briefly describing the class’s larger context, grade level and
mathematical context (ie, the task that the students were given and background).
©2017 University of Texas at Arlington
Page 1
MAED 5352 Patterns and Algebra
•
•
•
•
•
•
Then describe the relevant parts of the students’ conversation in as much detail as
possible. Report direct evidence of student thinking, cognitive demand and critical
mathematics (and/or cultural relevance).
Explain what you were thinking as you worked with the students. In this part, you will
include decisions you made based on the students’ engagement with the task and your
reflection/reaction to what you have stated above)
Finish by summarizing your evaluation of the students involved and saying what issues and
questions you still have after this conversation.
Include an analysis of the students’ thinking and engagement in the task as well as
questions the case raises for you.
Please use pseudonyms for your students
A template is given below.
Remember, your case must touch on a mathematical topic involving patterns, algebra and/or
algebraic thinking/reasoning. Please submit the lesson plan along with your Case Study. However,
only your case study will be graded.
NOTE: Save your file as a Word (.doc or .docx) or PDF file. Any other format is
not guaranteed to be readable by the person grading your work.
Objectives:
1. Design activities that utilize state and/or national standards at varying grade levels.
2. Redesign existing lessons/activities across grade levels.
3. Create lessons/activities that allow students to become proficient in various math
concepts.
4. Design mathematics activities and tasks that are cognitively demanding.
5. Incorporate culturally and socially responsive educational practices, topics and strategies
in educational planning.
6. Review knowledge and skills associated with whole number operations using a 5-E inquiry
model.
Rubric
Task
Target
Acceptable
Unacceptable
On-time Submission
On time
Late
(10 points)
(10 points)
(0 points)
Topic involves Patterns
and Algebra/Algebraic
Thinking topic
Task engages
students in patterns
or algebra/algebraic
thinking topic.
(max 5 points)
(4-5 points)
Task has some
patterns or
algebra/algebraic
thinking
components that
are not explicit.
(2-3 points)
©2017 University of Texas at Arlington
There is no aspect
of patterns or
algebra/algebraic
thinking concepts in
the class described,
nor in the students’
dialogue described.
Page 2
MAED 5352 Patterns and Algebra
(0-1 points)
Description of Classroom
Context
(max 15 points)
Reflection
(max 15 points)
Summary
(max 20 points)
Description includes
grade level, topic,
direct quotes and
evidence of student
thinking, critical
mathematics/cultura
l relevance and
maintenance of
cognitive demand
(13-15 points)
Detailed description
of thoughts while
listening to and
observing the
students; detailed
description of
decisions to
maintain cognitive
demand; thoughtful
reflection on
possibilities for
critical
mathematics/cultura
l relevance, whether
included in actual
lesson or not.
(13-15 points)
Evaluation of the
students, based on
readings and class
discussions
(8-10 points)
Thoughtful
questions raised in
response to the
interaction with the
students.
(8-10)
©2017 University of Texas at Arlington
Description includes
grade level, topic,
direct quotes and
little evidence of
student thinking,
critical
mathematics/
cultural relevance
and maintenance of
cognitive demand
( 6-10 points)
General description
of reaction to
students; general
description of
maintaining
cognitive demand;
general thoughts on
critical
mathematics/cultura
l relevance
(6-10 points)
Description includes
few details about
classroom or
student thinking,
critical
mathematics/cultura
l relevance and
maintenance of
cognitive demand
(0-3 points)
Evaluation of the
students based
solely on personal
experiences (4-6
points)
No evaluation of the
students (0 points)
Questions raised in
response to the
interaction with the
students display
some amount of
thoughtful reflection
(4-6) points
No description of
thoughts or
decision-making
while working with
the students
(0-3 points)
No questions are
raised in response
to the interaction
with the students
(0 points)
Page 3
MAED 5352 Patterns and Algebra
A. Background information
[include the grade level, content studied, pseudonym(s) if you choose to refer to students by
name, ]
B. Relevant Information
[Include relevant information and dialogue between the students in as much detail as possible,
illustrating students’ mathematical thinking, task cognitive demand and task cultural relevance or
(potential) critical mathematics involved]
C. Reflection
[As the students were engaged in their conversation, what were you thinking? How did you
maintain the cognitive demand of the task? What decisions did you make to accomplish this?
What are some ways that you included (or could have included) critical mathematics?]
D. Summary
[What is your analysis of the students and what questions/issues do you still have after this
conversation? Also, what issues were resolved as a result of interacting with or observing these
students?]
©2017 University of Texas at Arlington
Page 4
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