02/04-09/10MTE 494Analyzing a Students’ Mathematical Thinking and a Teacher’s Pedagogical StrategiesThis is a two-part activity that entails (1) working/solving a math problem given in a recentHigh School course on reasoning about quantities and quantitative relationships, and then (2) analyzing and understanding the mathematical thinking of a real student as he engages with the problem.Directives:Please attempt Part 1 individually before sharing with a partner. Work the problem from the point of view of the meaning of fractions, multiplication, and measure we have elaborated in our course. Try to be cognizant of your reasoning (in terms of these meanings) in solving the problem and take note of any conceptual issues entailed in working/solving it. Discuss these with your partner.View the video of Chuck working the same problem. Aim to understand and describe the following aspects: a) Chuck’s thinking/reasoning and any conceptual issues entailed in his efforts to work the problem; b) The teacher/interviewer’s moves and strategies (his questions, prompts, and sub-tasks) in relation to Chuck’s thinking, and their impact on that thinking. Second viewing: 02/09Document some key pedagogical strategies employed by the teacher that aimed to shape Chuck’s thinking and approach. Doing so entails describing the following:- Specific examples of what the teacher said and/or did - An inferred rationale for the teacher’s actions (what was he responding to and what were his aims in relation to Chuck’s reasoning?)- The effect (if any) of the teacher’s action on Chuck’s thinking and behavior Organize your documentation in an “action-reason-effect” table:Teacher action Reason for the action Effect on student’s 102/04-09/10thinking (or
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