Reverse and Add to 100: Explorations in Place Value

Autor/inn/en	Edwards, Michael Todd; Quinlan, James; Strayer, Jeremy F.
Titel	Reverse and Add to 100: Explorations in Place Value
Quelle	In: Teaching Children Mathematics, 22 (2016) 7, S.404-410 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Number Concepts; Mathematics; Mathematics Instruction; Addition; Formative Evaluation; Mathematical Concepts; Grade 3; Problem Solving; Teaching Methods; Algebra; Common Core State Standards; Mathematics Achievement; Mathematical Logic; Thinking Skills + Suchen Sie Ihr Suchwort? Number concept; Zahlbegriff; Mathematik; Mathematics lessons; Mathematikunterricht; School year 03; 3. Schuljahr; Schuljahr 03; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Common core curriculum; Curriculum; Kerncurriculum; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematical logics; Mathematische Logik; Denkfähigkeit
Abstract	During the past few years, several of the authors have incorporated student problem posing as a regular instructional feature in their classrooms. When they offer their students the opportunity to construct their own problems, particularly during the course of an entire school year, they create many novel tasks. Student-created tasks not only serve as teaching tools for our students but also are excellent formative assessments for us, providing insight into students' mathematical conceptions and interests. In this article, the authors describe classroom interactions surrounding the creation and implementation of the Reverse and Add to 100 task, developed collaboratively with third graders to strengthen their understanding of place value and multi-digit addition. Their explorations of Reverse and Add to 100 promoted student reasoning and problem solving, fostered meaningful mathematical discourse, elicited and made use of student thinking during instruction, and supported productive struggle. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/teaching-children-mathematics/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01