seems it would be manageable. RESPRESENTING IDEAS: Does the material Yes. Although the No, it would be more include appropriate and accurate ideas seem to be appropriate to make representations of mathematical ideas? mostly accurate, they the mathematics are lacking. explicit to the students. For example: Show the inequalities on the screen using the symbols correctly. Show the addition of the angles and the resulting sum. PRACTICE: Does the material present tasks Yes, it seems that the No, there are not and questions for students to practice skills or main focus is to accompanying activity use knowledge in various situations? practice a particular sheets or even math skill. suggestions questions for students in the teachers’ manuals. Cluster 5: Promoting student reflection PROVIDING OPPORTUNITIES FOR No, the only feedback STUDENTS TO EXPRESS IDEAS: Does provided is “Great the material routinely include suggestions for or job,” “Try again,” students to express, clarify, justify, and an explanation of represent their ideas? Are suggestions made for when a wrong move is when and how students will get feedback from made. peers and the teacher? GUIDING STUDENT INTERPRETATION No. Again, even in the AND REASONING: Does the material manuals, teachers’ include tasks and question sequences to guide there are nothing student interpretation and reasoning about more than activities and readings? descriptions and directions for the games. PROMOTING REFLECTION AND Yes, students that use No, there are not Does the material help, or the online games are suggestions of how include suggestions on how to help, students able to monitor their students can extend know when to use knowledge and skills in new progress by accessing their ideas or reflect situations? Does the material suggest ways to their past scores. on how their ideas
seems it would be manageable. RESPRESENTING IDEAS: Does the material include appropriate and accurate representations of mathematical ideas? Yes. Although the ideas seem to be mostly accurate, they are lacking. No, it would be more appropriate to make the mathematics explicit to the students. For example: Show the inequalities on the screen using the symbols correctly. Show the addition of the angles and the resulting sum. PRACTICE: Does the material present tasks and questions for students to practice skills or use knowledge in various situations? Yes, it seems that the main focus is to practice a particular math skill. No, there are not accompanying activity sheets or even suggestions questions for students in the teachers’ manuals. Cluster 5: Promoting student reflection PROVIDING OPPORTUNITIES FOR STUDENTS TO EXPRESS IDEAS: Does the material routinely include suggestions for students to express, clarify, justify, and represent their ideas? Are suggestions made for when and how students will get feedback from peers and the teacher? No, the only feedback provided is “Great job,” “Try again,” or an explanation of when a wrong move is made. GUIDING STUDENT INTERPRETATION AND REASONING: Does the material include tasks and question sequences to guide student interpretation and reasoning about activities and readings? No. Again, even in the teachers’ manuals, there are nothing more than descriptions and directions for the games. PROMOTING REFLECTION AND Does the material help, or include suggestions on how to help, students know when to use knowledge and skills in new situations? Does the material suggest ways to Yes, students that use the online games are able to monitor their progress by accessing their past scores. No, there are not suggestions of how students can extend their ideas or reflect on how their ideas
EverydayMathematics.docx