EPC 3403

Practicum 3a

Reflection on Third Feedback from MST

Lesson: Introduction to division using distributive features (lesson 3).
The third lesson is one of my best practices in this teaching practice. I did follow all my MST
and MCT directions. I verified between activities and the grouping of students. I can see that
the activities were fun for students and it was worked well with them. Students encouraged
when they did the egg activity in pairs, because there are several steps and both students share
it (figure 1).

Caption Figure 1: This is the

activity that students did in pairs.
The purpose is to share and take
part of the division distributive
features.

The feedback in the third lesson observation is good, and it does not include many
negatives things. Unlike the first and second lesson, I find out the improvement that I did. After
these three lessons, the math lessons in accessible to be taught. In the beginning, I was afraid
of having a misunderstanding of the concept and deliver for all learners different idea than the
teacher gave for students. But, in the second and last lesson. The teacher gives me the freedom
to teach students math in any way that students would get the concept. There are no problems
teaching mathematic in another technique. There is no only one way to teach it; there are
many methods that we can teach division, multiplication, and operations in general.

EPC 3403

Practicum 3a

However, the third session I feel like I can teach math firmly with confidence. Only it needs
to understand the concept to be creative in giving the activities also. As I can see in the second
lesson, the individual activity was worked very well with boys. I did another particular activity,
students enthusiastic to finish the activity by them. In this way, I can make a formative
assessment also for them. I can check their understanding of the topic.

Obviously, I can see that the errors of students reduced because the context of the division
has a similar idea of distributive division. Students get the concept of this lesson rapidly, but I
focused on the activities and practices in this lesson more than talking and explaining. In my
point of view, the teacher discourse in math lesson must be fewer than students presentation
and production. I find that modeling the lesson should not take too much time, but I must give
more than one example that includes the ideas of the lesson.

Overall, the message that I can get from teaching math in government schools is to scaffolds
learners. Improve their skills and push them to work forward, and they will be capable of doing
their best in the lessons and exams. Students perform better when the teacher guides them to
the right way of the concept.

449 words.