There are 2 parts of the assignment. The writer is to pretend they allocated e hours of field observation for the assignment.
Part 1: Mathematical Discourse and Academic Vocabulary
Observe your mentor teach at least two mathematics lessons. During the observations, take note of the following:
Instructional strategies that develop students verbal and nonverbal skills
Mathematical discourse, or math talk, is used in the classroom. (Math talk can be used in verbal, nonverbal, and spoken, and written communication. Observe the classroom environment and notice evidence of mathematical discourse found on classroom walls, desks, supplies, but also in teacher-student and student-student conversations).
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Using the Vocabulary Strategies Chart, in 250-500 words:
Identify five key academic vocabulary terms from the lessons observed during the clinical field experience
Describe the instructional strategies you observed the mentor using that provide ongoing academic vocabulary development.
Select three instructional strategies that could be used in the lesson to provide opportunities for students to justify and explain their mathematical thinking. The opportunities should include one or more interpersonal communication activities, such as pairs or small groups, and at least one that involves writing and using the math vocabulary being taught.
Part 2
Reflection
Write a 250-500 word reflection that includes the following:
Effective strategies for promoting mathematical discourse citing at least two scholarly sources to support your claims.
Description of how you will promote mathematical discourse and how this supports academic vocabulary development in your classroom students.
Prepare this assignment according to the guidelines found in the APA Style Guide,
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