Sharing "Cat Games" and Cookies: Special Education Students Investigate Division

Autor/inn/en	Taber, Susan B.; Canonica, Michele
Titel	Sharing "Cat Games" and Cookies: Special Education Students Investigate Division
Quelle	In: Teaching Children Mathematics, 15 (2008) 1, S.55-61 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Learning Activities; Textbooks; Symbols (Mathematics); Problem Solving; Grade 4; Misconceptions; Mathematics Instruction; Teaching Methods; Special Needs Students; Special Education; Mathematical Concepts; Elementary School Mathematics; Planning; Mathematics Skills; Multiplication; Arithmetic + Suchen Sie Ihr Suchwort? Lernaktivität; Textbook; Text book; Schulbuch; Lehrbuch; Problemlösen; School year 04; 4. Schuljahr; Schuljahr 04; Missverständnis; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Elementare Mathematik; Schulmathematik; Ablaufplanung; Planungsprozess; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Multiplikation; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	Learning mathematics has traditionally been thought of as a sequential progression. Children learn to count to 10, then to 20, and then to 100. They learn to add without regrouping and then with regrouping. The authors teach addition before multiplication and the two-times table before the six-times table. They usually teach division as a separate unit after multiplication. Organizing mathematics textbooks as a sequential progression of skills promotes this perspective on teaching mathematics. When the authors joined forces to teach a unit on division to a class of 10 fourth graders, they purposefully adopted a very different perspective in planning the learning activities. Rather than preparing individualized instructional activities that targeted each student's misconceptions or computational difficulties, they selected learning activities that would give students many opportunities to investigate, in a variety of contexts and problem situations, a few major ideas related to multiplication and division. They focused on division as sharing, division as the inverse of multiplication, and using rectangular arrays to represent factors and products. They selected activities that had several correct solutions or solution paths so that students could successfully develop their individual knowledge and skills. As students shared their individual perspectives and solutions with other members of the class, they had opportunities to learn from each other. Because many of the activities were open ended, eliciting a variety of possible correct responses, the authors were able to assess students' knowledge and skills during each day's lesson. In particular, they were better able to understand how students were making sense of the problem situations and how they used models, pictures, or written symbols to represent problems and solutions. (Contains 7 figures.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10