# Sample Education Essay Paper on Teaching Math Using the Five Practices Model

Teaching Math Using the Five Practices Model

The five practices model is an approach to the teaching of mathematics that lays the focus on the students (Smith et al., 2009). It requires the teacher to anticipate the thoughts and reasoning of the student regarding a particular math problem. Having anticipated the processes that the students will follow to solve the problems, the instructor can then have the students make presentations of the methods they have used. The teacher then guides the students in embracing the best procedure to use when solving a math problem.

There are steps or phases followed when applying the five practices model. The first one is the anticipation of the various student responses to a challenging mathematical problem. The second one is monitoring the students’ work as they work on the issue. This is followed the selection of particular students to present their work to the class. Finally, the process ends with sequencing the responses of the students such that they will be shown in a particular order and connect the relationship of various reactions with key mathematical ideas(Smith et al., 2009).Using this approach forces the students to be attentive, given that can be asked to make a presentation in class on short notice.

When anticipating the responses that will be given by the students, the teacher should realize that he or she might not exhaust the ideas that the students have regarding a mathematical problem. Therefore, an allowance should be given to allow for an approach that the instructor might have overlooked. The step of sequencing the various techniques of solving a problem is essential (Smith et al., 2009). The instructor can begin by highlighting the least useful technique to warn the students against using it and then proceeding on to conclude with the desired approach to solving the problem. The reverse sequence can also work efficiently.

References

Smith, M. S., Hughes, E. K., Engle, R. A., & Stein, M. K. (2009). Orchestrating discussions. Mathematics Teaching in the Middle School, 14(9), 548.