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Math Summative Assignment
Math Summative Assignment
2.
A Critical Review of NCTM Articles
-FractionsPage 7
3.
Review of Math
Manipulatives..
Base-ten
Blocks
Pattern
Blocks..
Money
Fraction
Tiles.
Two-Sided
Counters
4.
Mathematics and
Technology.
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5.
Other Areas of
Interest
Elementary Mathematics course Journal
entries
Science observation journal graphs..
.
Cool Websites and video related to mathematics concepts..
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37(1), 4-15.
Children with Learning disabilities often have trouble with
numbers, counting, and arithmetic. Counting principles and the
principles of problem solving tended to be lacking in the children
used in this study. The study also goes on to say that children
with learning disabilities continue to have difficulties in retrieving
arithmetic facts from their long-term memory, which did not
improve over time. The study found that children with LD had
interruptions in attentional information processing. This resulted
in difficulties with information manipulation with math language.
Students with learning disabilities require more time to process
information, which is just as true for math content. Providing
students with the time to process new information allows these
students to have a better understanding of concepts like
counting and basic arithmetic.
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Thornton, C., Langrall, C., & Jones, G. 1997. Mathematics instruction for elementary students
with learning disabilities. Journal of Learning Disabilities, 30(2), 142-150.
This study highlights the need for teachers to constantly be
questioning their long standing beliefs when it comes to
teaching, learning, and using curriculum. Common practice in
todays classroom reflects a narrow focus on computation. The
paper speaks about how the NCTM proposed five goals to rethink
math teaching and learning. They include instilling value of math
on students, increasing confidence in their ability to do math,
become mathematical problem-solvers, to reason
mathematically, and to communicate using math. Teachers
should do this by decreasing their pencil-and-paper computation
and rote memorization of the content. Students should be given
multiple ways to represent the same answer. This could be
through illustration or manipulative use.
In the end, the article suggests that teachers need to have
a balanced approach when teaching mathematics, engaging
students in meaningful tasks, accommodating for the diverse
ways in which students learn, and to allow students to discuss
and justify their problem-solving strategies. Teachers need to
provide students time to engage in and share their own solutions
to meaningful problems.
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2.
A Critical Review of NCTM Articles
Fractions
Article 1
DAmbrasio, B. & Kastberg, S.E. (2012). Building understanding of Decimal
Fractions. Teaching
Introduction
Beatriz DAmbrosio is a professor at Miami University in
Oxford, Ohio. Her area of expertise is mathematics with
specialties in mathematics teaching and learning, mathematics
teacher education, curricular reform in school mathematics and
math education. Signe E. Kastberg has her Ph.D. in Mathematics
Education and is a professor at Purdue University in West
Lafayette. She has specialties in postsecondary learner's
development of mathematics content knowledge; prospective
elementary teacher knowledge development in the multiplicative
conceptual field; children's knowledge development in the
multiplicative conceptual field; constructivist teaching. Both
authors backgrounds and specialties provide them with the
expertise in their field.
Summary
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Presentation
Personal Response
Conclusion
Article 2 Kent, L.B., Empson, S.B., & Nielsen, L. (2015). The richness of childrens
fraction strategies
Introduction
Summary
Presentation
Personal Response
Conclusion
Article 3
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231-238.
Introduction
Summary
Presentation
Personal Response
Conclusion
3.
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Base-10 blocks
Base ten blocks are very versatile manipulatives that can be used to
represent many abstract concepts in mathematics. They can be used to
illustrate addition, subtraction, multiplication, and division problems. I would
use base ten in any grade, since they have such a range of use. They can be
used to introduce place value to lower grades, and decimal points in upper
elementary. During my student internship, I introduced base ten to my grade
2 class. I started with the basics. Units were first, followed by rods which I
associated with being 10 units. This was a tough concept for students to
grasp at first, since they couldnt quite understand the value of each unit. I
would use base ten blocks for any of the above mentioned topics.
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Pattern Blocks
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Money as Manipulatives
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dollar. The fact that students use this manipulative in a real life content
strengthens its ability to connect students to the content.
Fraction Tiles
As seen in the picture above, a full set of fraction tiles consists of one
whole, two halves, three thirds, four quarters, five fifths, six sixths, eight
eighths, ten tenths and twelve twelfths. Fraction tiles are an excellent way
for students to explore and understand how parts make up a whole. I would
use the simpler fractions at first when I am introducing fractions, and
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Two-Sided Counters
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Two sided counters are another versatile manipulative that can be used
in so many different ways. First off, they help students with counting,
differentiating between sets of objects, addition and subtraction, or
multiplication and division. I used counters in my peer teaching module to
differentiate between different sets of fractions using ten frames. I asked for
students to use one colour to represent 3/10, and another colour to represent
2/10. This allowed me to bridge into the addition of fractions as well, since
the two sets could be combined. I also use them to teach about the multiple
ways a number good be represented using addition. For example, if students
were looking for the number 6, I would ask students to drop their 6
counters on their desks to see how many different ways this number could
be represented.
I really enjoyed using counters. They provide students with so many
easy ways to represent abstract concepts. I would use these as a regular part
of my math teaching in my classroom.
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There a couple of strategies I might use to help this child with one-to-one
correspondence. The first strategy would be to have a set of flash cards with
the corresponding number. As the student counts the object, the flash card
with the correct number could be located underneath that object so the
student could associate the number with the object. Another strategy would
be to use a calculator or counter. As the student counts each object, have
them record the number on the calculator or counter so they are associating
that number with the object in the sequence.
This article contains web-based programs of basic math facts and other
subjects: https://jr.brainpop.com/
This program has simple math equations that student can interact with. I
found that students would become highly engaged in the content once they
were able to use this sort of program before exploring the concepts in real
life. In terms of limitations in technology, if there were only 2 computers in
the class, the teacher could simply pose questions during whole group
instruction. Students can share ideas with the class as to what they think the
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answer would be. The teacher would use the answer on the website to see if
it would be correct or not.
Mental mathematics aids in the every math concept that we use in a real life
context. We use math to count money when we buy groceries from the store,
or we use mental math to count our hours weve worked during the week.
We use mental math while playing sports to add up scores to determine who
defeats who. The advantage of being able to estimate in public situation
shows your competency with being able to perform simple math problems
without the use of a calculator or other device that people tend to depend
upon. This is especially true with the use of cell phones. Most of these device
come equipped with a ready to use calculator, making them easy and
convenient, which hampers our ability to use our mental math skills.
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In this second photograph, I chose to use a bar graph to show the different
quantities and types of garbage I found in the habitat we were investigating.
This kind of graph gives a good representation of the type of data I collected.
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For this final illustration, we had to map the area we were studying, and
measure the total area using length X width. I found this activity easy, and
found that it would easily be translated into a classroom activity.
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This is another cool and fun interactive filled with information on various
topics in mathematics.
A YouTube video for decimals: