Pre-assessment Stage Essay Example for Free

Pre-assessment Stage Es wordThe participants of the study are 40 second ramble Hispanic bookmans who are currently studying English as a second-language in one of their courses. These students lived at the Mexico-US border and are currently attending a small urban school district in the metropolitan Chicago area. Two instructors were selected from a list of teachers who were known to apply each method (Pasks and Landas) in teaching mathematics. Procedure Two classes of 20 students each were compared in a months period of time. The classes had 90 minutes of mathematics per day.The class applied Pasks Conversation Theory term the other applied Landas Algo-Heuristic Theory. The study included a pre-assessment and a final assessment stage. in the stolon-class honours degree place classes start, the students were first asked to fill out a form regarding their personal information. by and by which, each of the students were given an enquiry to assess their proficiency in Engli sh and knowledge in Mathematics. General Procedure For the first cardinal minutes of the first day, the teachers discussed addition and tax deduction of digits more than two.For the next thirty minutes, the teachers then showed some examples. so for the last thirty minutes, each student was asked to answer addition and subtraction equations on the board. For the next day, the first fifteen minutes were devoted in reviewing the topics discussed yesterday. Then after, for the next hour, the teachers discussed word problems in which addition and subtraction of digits more than three is applied. The last thirty minutes were devoted for board work. The third day was excessively allotted for reviewing word problems in the first thirty minutes.The Pask teacher paired up each student and then assigned a word problem to each pair. The students then answered the problems and discuss the roots to their partners. After which, a spokesperson for each pair went to the board and explain their solutions to the class. The class then discussed if the solution is valid and if not discuss why it is not. The Landa teacher also assigned a word problem to each student. However, in this class, the students were not paired up. Each answered the word problem according to the algorithm given by the teacher.The teacher then checked if each of the students answer is correct. If not, he returned the paper to the student and asked him or her to review his solution and correct it. Both classes were given a written exam on the fourth day applying what they nonplus learned for this lesson (addition and subtraction). The next day, both classes were given another chapter examination of ten various word problems. The examinations did not instruct as to which particular grammatical case of solution result be used. That is, the students are free to pack which strategy to use.This same procedure was used in discussing generation and division. After their examination on multiplication and di vision, the teachers devoted the whole session in discussing word problems in which all of the trading operations are applied. The first 45 minutes of the last day was devoted to discussing word problems in which all of the mathematical operations are involved. For the last 45 minutes, both classes were given a word problem to solve. Each teacher used the same procedure as they did in their previous lessons. Final Assessment StageAfter the discussions and examinations on multiplication and division, both classes were then given a final examination to assess what they pay back learned and understood in their class. The examination will consist of twenty word problems involving the mathematical operations discussed in their classes. These problems consisted of each type of problem discussed in Chapter 2. Again, the examinations did not instruct as to which particular type of solution will be used so that the students are free to choose which one they will utilize.The students were a lso free to ask their teachers for clarifications. After answering their examinations, the teachers were asked to fill out questionnaires regarding the advantages and disadvantages of the educational theories they practiced. The students were also interviewed postulation them what they have learned from their lessons aside from learning mathematical operations. The questionnaires contained open questions dealing with the strengths and weaknesses of their approach to allow respondents to say what is exactly on their minds.