CASE STUDY.Week1.Tenner
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School
Lamar University *
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Course
5303
Subject
Mathematics
Date
Apr 3, 2024
Type
docx
Pages
6
Uploaded by SuperHumanBadgerPerson1072
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Case Study
Chieko Tenner
Lamar University
SPED 5303
Dr. Powell Rey
March 6, 2024
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Case Study
A suburban High School is situated in the city’s center. It is the school where Johnson, an
experienced mathematics teacher with 15 years of teaching experience, is tutoring 10
th
graders on
the concept of Algebra. The high school community has several students with different academic
competencies and capabilities. These students are all blessed differently. Emily is one of Johnson’s students and has been experiencing difficulties when it is time to learn quadratic equations. Emily is an average student in class. However, she has shown a keen interest in mathematics and is determined to improve.
One day, Mr. Johnson introduces a new concept to his students in a particular math class. He teaches them about the method of completing the square for solving quadratic equations. The students are not familiar with this concept. It is their first time hearing about it; thus, they are all keen, listening to their teacher as he demonstrates in front of the class. Like her classmates, Emily is very attentive, takes notes, and tries to follow what Mr. Johnson is teaching. The situation can be described as a performance phase where Emily is actively trying to implement a new learning behavior that will enable her to solve quadratic equations by completing the square method.
Emily, however, finds the method challenging regardless of her efforts to pay attention in
class. She finds the steps too complex and makes mistakes in her first few attempts. However, Emily is a determined student. She believes in herself and knows the potential she can unlock by focusing on her schoolwork. She is thus not deterred by these initial setbacks. Emily knows that learning is a process and should not give up. She is aware that making mistakes is part of growth and learning. She is very active in class because she confidently asks questions, seeks
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clarification where she seems not to understand, and continues to practice to enable her to understand the concept taught by Mr. Johnson.
Mr. Johnson notices Emily’s efforts and provides her with constructive feedback. He promises to guide her through all the steps, pointing out where she is making a mistake while solving quadratic equations using the completion of squares method. He also promises to provide
her with several examples and questions that she will use to sharpen her mathematical skills. Emily embraces the feedback positively and will keep refining her approach based on the teacher’s instructions. By the end of the class, Emily will better grasp the method. She is not perfect yet, but she has made significant progress from where she started. She stays back after class to discuss her progress with the teacher. It shows that she is committed to improving her learning experiences. Therefore, this case demonstrates the performance phase of self-regulation,
where Emily is actively involved in implementing a learning behavior to help her solve algebraic
problems. She is focused on refining her learning progress using instruction provided by her mathematics teacher.
Analysis of the Case
In the context of the case study, Mr. Johnson can use the principle found under the performance phase to help Emily and other students in class improve their understanding of quadratic equations. The teacher can utilize the concept of self-control to provide specific learning processes for his students. The concept involves the use of imagery, self-instruction, and
attention-focusing (Zimmerman, 2002).
Imagery involves visualization, and it is a powerful tool used in learning. The teacher can
guide the students in forming mental images of the steps to solve quadratic equations. He can ask
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Emily to imagine a balance scale, but instead of balancing stuff like wheat flour, she visualizes balancing equations on both sides. It can help the students understand the concept of equality in equations. He can also encourage them to draw diagrams and flowcharts representing the process
of solving equations. It will help them break down complex problems into simpler and manageable parts, which will be a helpful reference when practicing independently.
The teacher can also utilize self-instruction as an effective strategy. He can teach the students to verbalize the steps of solving quadratic equations out loud. It will reinforce their understanding and memorizing the process. For example, Emily can say to herself, “First, I move
the constant term to the right side of the equation. Then, I take half of the coefficient of the x-
term, square it, and add it to both sides.” The self-instruction will guide them through the process, and they can identify mistakes.
Mr. Johnson can also help the students focus on learning new concepts. He can help them
concentrate on key aspects of quadratic equations and the steps taken to solve them. He is supposed to highlight crucial parts of the equation, like the coefficients and constants. The teacher can guide them in breaking down the process into smaller, solvable processes that will be
easier for them to follow. For instance, he can teach them to begin by simplifying the equation, then completing the square, and finishing by solving for the variable. The step-by-step approach will help Emily and her classmates focus on one part of the problem at a time. It will reduce cognitive overload and make the whole process more manageable. The students can thus enhance
their understanding and mastery of quadratic equations.
Mr. Johnson can also utilize self-observation, which involves self-recording and self-
experimentation (Zimmerman, 2002). He can use these techniques to monitor his students’
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progress and identify areas they need to improve. The students can keep a record of their attempts to solve quadratic equations. They must note down the steps and identify where they might encounter difficulties. The strategy will help the students identify patterns in their mistakes
and note the areas they need to focus their efforts on. The teacher can also encourage them to experiment with other different approaches to solving the equations. They will hence analyze what works best for them, especially Emily. They could try different methods or go to the school’s computer lab and utilize YouTube resources on solving quadratic equations using complete squares.
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References
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview.
Theory into practice
,
41
(2), 64-70.
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