Third-Grade Teachers' Self-Reported Use of Multiplication and Division Models

Autor/in	Kosko, Karl W.
Titel	Third-Grade Teachers' Self-Reported Use of Multiplication and Division Models
Quelle	In: School Science and Mathematics, 119 (2019) 5, S.262-274 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12337
Schlagwörter	Grade 3; Elementary School Teachers; Mathematical Concepts; Mathematics Instruction; Teaching Methods; Multiplication; Division; Teacher Attitudes; Common Core State Standards; Visual Aids; Preferences; Instructional Materials; School Districts; Publishing Industry; Charts + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Multiplikation; Lehrerverhalten; Common core curriculum; Curriculum; Kerncurriculum; Anschauungsmaterial; Lehrmaterial; Lehrmittel; Unterrichtsmedien; School district; Schulbezirk; Diagram; Diagrams; Diagramm; Tabellarische Überischt; Tabelle
Abstract	Visual representations and manipulatives are a highly advocated mathematical tool for the teaching and learning of multiplication and division. Although there is some prior research on elementary teachers' general use of manipulatives and visual representations, there is little to no specific focus on use of such representations on a specific mathematical concept. The present study examined third grade teachers' reported use of visual representations for teaching multiplication and division. Findings indicate prevalent use of discrete models and infrequent use of continuous models. Length models and number lines are rarely used across all Common Core standards focusing on multiplication/division, with numeric-only representations being reported frequently across all standards. Groups-of and array models were the most prevalent visual model reported by third grade teachers. Although teachers report higher degrees of access to certain materials than previous reports on manipulative use, interview data suggests this may have more to do with purchase agreements between school districts and textbook companies than pedagogical preferences of classroom teachers. Supporting findings in prior decades, teachers in the present study report prevalent use of flashcards, charts and grid paper, and variations of counters. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01