Q$$ESTION $2($START ON A NEW PAGE$)$

Read and reflect on the following scenario from a Grade $11$ mathematics classroom. in which learners were taught about inequalities to answer questions that follow.

Scenario

In a grade $11$ mathematics lesson, teacher X was teaching learners how to solve for $x$ on inequalities. She gave learners the following question on the board:

Solve for $x$

$x^2+5x-4$

Learners moved to solve the equation. Most of them were able to write the equation in standard form. However, some learners proceeded to treat the inequality as an equation. After noticing the learners' mistakes, the teacher explained to learners how to represent inequalities as learned previously in other grades. The teacher reminded learners on how to represent an inequality on a number line. One learner, Jonathan stood up and went to the board to solve the inequality:

He wrote: $x^2+5x-4$

$x^2+5x+40$

$(x+1)(x+4)0$

$x-1$ and $x-4$

Most of the learners agreed with him on the solution. To their surprise, they were told that their answer was incorrect. The teacher corrected them by saying the product of a negative number will not yield a negative number. Teacher X corrected their solutions to say the solution can be $x-4$ or $x-1.$ He moved on to say $x-4$ and $x-1$ are not the same. He emphasized that there is a difference between 'and' with $\text{'}$or$\text{'}$ in the context of inequalities. They were told that they could not use the word interchangeably as they like. He then projected a simulation of inequalities to help learners understand better. The teacher further moved to give the learners a class activity to further solve the inequalities.

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HMST$022$ TEST $1$

$2023$

Shulman $(1987)$ proposed SEVEN $(7)$ interrelated domains of teacher knowledge that are necessary to understand to teach. Some of the knowledge domains consist of the following:

Content knowledge

General pedagogical knowledge

Pedagogical content knowledge

Curriculum knowledge

Knowledge of learners and their characteristics

Knowledge of educational contexts

Knowledge of educational ends purposes and values

$2\mathrm{.}1$ Provide a justification in which you agree or disagree that Shulman's $(1987)$ identified knowledge domains are reflected in the teacher's practice. In your justification:

Explain the knowledge domains reflected or not reflected in the teacher's practice

Justify by citing examples from the scenario, how the knowledge domains are reflected or not by the teacher's practice

$[12]$