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Main Curriculum Tie:
The Mailbox the Idea Magazine for Teachers, The Education Center; August/September 1997. Volume 19, Number 4 (Intermediate)
Place Value (Kid Friendly Computation), by Sarah Morgan
Place Value Quizmo
Background For Teachers:
Intended Learning Outcomes:
4. Communicate mathematical ideas and arguments coherently to peers, teachers, and others using the precise language and notation of mathematics.
6. Represent mathematical ideas in a variety of ways.
This activity is called “Match Game”. Each student will receive a card. On the card there will be a numeral or place value blocks. Students will walk around and find their match. Those students with numeral cards will be looking for the person that has the same value on their card that is represented by place value blocks. Those students with place value blocks will be looking for the person that has the same value on their card but is represented by numerals. Once they have found their match they say the number with their partner. They then find another set of partners and they both share their numbers with each other. They return to their seats and write their number in their journal in standard form, expanded form and word form. They can then use their stamps to put the place value blocks for that number in their journal.
Instructional Procedures Places, Everyone
Ball Loewenberg, D., Research on Teaching Mathematics: Making Subject Matter Knowledge Part of the Equation. Greenwich, CT: JAI Press.
In order to teach mathematics effectively, teachers must understand mathematics themselves? This articles research shows that past efforts to show the relationship of teachers’ mathematical knowledge to their teaching mathematics have been largely unsuccessful. The author researches what it means to understand mathematics and the role played by such understanding in teaching.
Baxter, J. A., Woodward, J., (2005). Writing in Mathematics: An Alternative Form of Communication for Academically Low-Achieving Students. Learning Disabilities Research and Practice. 20(2), 119-135.
In this study they analyze how one teacher used writing to support communication in a seventh-grade, low-track mathematics class. For one school year, they studied four low achieving students in the class. Students wrote in journals on a weekly basis. Using classroom observations and interviews with the teacher, they developed profiles of the four students, capturing their participation in class discussions. The profiles highlighted an important similarity among the four students: marginal participation in both small-group and whole class discussions. However, their analysis of the students’ journals identified multiple instance where the students we able to explain their mathematical reasoning, revealing their conceptual understanding, ability to explain, and skill at representing a problem.
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