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INTRODUCTION Lengths of decimals do not dictate value Common - PowerPoint PPT Presentation

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INTRODUCTION Lengths of decimals do not dictate value Common strategies do not dictate accuracy Familiarity with a standard algorithm does not dictate understanding Conventional teaching strategies often fail to aid with these

  2. INTRODUCTION

  3.  Lengths of decimals do not dictate value  Common strategies do not dictate accuracy  Familiarity with a standard algorithm does not dictate understanding  Conventional teaching strategies often fail to aid with these misconceptions  1 in 5 pre-service teachers do not have a well-integrated knowledge of decimal numeration  (Stacey 2001)

  4.  T o examine four students’ existing knowledge of decimal numeration and explore strategies for developing their mathematical proficiency in regard to decimals.

  5.  What difficulties do the students have in reasoning about decimals and place value?  What teaching strategies and representations can help the students accurately compare two decimal representations?  What teaching strategies and representations can help the students learn decimal addition and subtraction with understanding?

  6. THEORETICAL FRAMEWORK

  7. • Conceptual Understanding • Procedural Fluency • Strategic Competence • Adaptive Reasoning • Productive Disposition

  8.  Generalize place value understanding for multi-digit whole numbers  Students extend their understanding of the base-ten system to decimals to the thousandths place

  9.  Students use the same place value understanding for adding and subtracting decimals that they used for adding and subtracting whole numbers

  10.  “Promoting Decimal Number Sense and Representational Fluency” ( Suh et all., 2008)  “Investigating Students’ of Decimal Fractions” (Martinie & Bay-Williams, 2003)

  11.  “Progression for the Common Core State Standards for Mathematics” (Common Core Standards Writing T eam, 2013)

  12. METHODOLOGY

  13.  Four fifth grade students chosen from local elementary schools  Instruction designed to attain to these CCSS: -Recognize that a particular digit is ten times smaller than the place on its left. (CCSS.Math.Content.5.NBT.A.1) -Compare, read and write decimals to the thousandths place. (CCSS.Math.Content.5.NBT.A.3) -Compare, read and write decimals using base-ten numerals, expanded form and number names. (CCSS.Math.Content.5.NBT.A.3.a) -Compare decimals using >, =. < symbols to the thousandths place. (CCSS.Math.Content.5.NBT.A.3.b) -Add and subtract decimals of different sizes using drawings and other manipulatives. (CCSS.Math.Content.5.NBT.B.7)

  14. Analyze 5th grade student assessment data. Gather written and video Establish 5th recorded data grade student from interaction learning goals. with 5th grade students. Select tasks to Pose selected move 5th grade tasks to group students of four 5th thinking grade students. forward.

  15.  Pre/Post Assessment and Interview  Sample Questions:

  16.  Seven one-hour sessions  Video recorded  Analyzed based on strands of mathematical proficiency

  17. EMPIRICAL TEACHING AND LEARNING TRAJECTORY

  19. JD: Reese ran zero point five of a mile. Jen ran zero point forty-five of a mile. Reese thinks she ran more than Jen. Do you agree or disagree? Justify your answer with a written explanation. LG: …You can do a visual model. JD: Ugh LG: … Why would you say Reese? Just tell me why you thought that. JD: Because zero decimal five compared to this, LG: Is it greater than or less than? JD: Less than. LG: Which is less than? JD: This one LG: Why? Don’t like change your answer just because I’m asking you why. I’m just trying to follow what you’re thinking about… What made you say that?... JD: Because if you compare 5 of the zero point five and zero point forty-five, this one would be greater. LG: But why? Can you draw me a picture? JD: I don’t think I know really how to do this yet.

  20.  Understanding place value  Using manipulatives  Discovering patterns Kailey: All together it would be ten thousand, but for each box it would be two thousand. LG: Right, but all together it would be- Kailey: Ten thousand LG: So do you think this would be our next piece? What do you think- Which piece does this look like? Kailey: A rod. LG: A rod, so do you see any patterns? Nick : No Adam: Ooh! I see it I see it! LG: What do you see, Adam? Adam: 1 times 10 equals 10, 10 times 10 equals 100, 100 times 10 equals 1000 and- Nick: Ta da!

  21.  Visual Representations of decimals  Relationships between decimal places  Equivalency  Naming Decimals  Fluency between representations

  22.  Addition and Subtraction of decimals  Concepts of regrouping and borrowing  Decimal computation in multiple contexts  Multi-step problems

  23. RESULTS

  26. REFLECTION AND DISCUSSION

  27.  CCSS.MATH.CONTENT.5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

  28.  Avoid traditional algorithm  Develop personal conceptual understanding  Employ multiple methods  See development as worthy time investment  Connect decimals to other mathematical content

  29. Common Core Standards Writing Team. (2013). Progression for the common core state standards for mathematics (draft), number and operation- fractions, 3-5, measurement and data. Retrieved from http://commoncoretools.me/wp- content/uploads/2011/08/ccss_progression_nf_35_2013_09_19.pdf D’Ambrosio, B.S., & Kastberg, S.E. (2012). Building understanding of decimal fractions. Teaching Children Mathematics , 18 , 559-564. Georgia Department of Education. 2014. Retrieved from https://www.georgiastandards.org/Common- Core/Common%20Core%20Frameworks/CCGPS_Math_5_Unit2Framework.pdf Performance Assessment Task, Noyce Foundation. 2009. Retrieved from http://www.insidemathematics.org/assets/common-core-math-tasks/decimals.pdf Martinie, S., & Bay-Williams, J. (2003). Investigating Students ’ of Decimal Fractions. Mathematics Teacing in the Middle School, 8(5), 244-247. Martinie, S.L. (2014). Decimal fractions: An important point. Mathematics Teaching in the Middle School , 19 (7), 420-429. National Governor’s Association for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for mathematics. Washington, DC: Author. Retrieved from http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf National Research Council. (2001). Adding it up: Helping children learn mathematics. J Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. Stacey, K. H. (2001). Preservice Teachers' Knowledge of Difficulties in Decimal Numeration. Journal of Mathematics Teacher Education , 205-225. Suh, J. Johnson, C., Jamieson, S., & Mills, M. (2008). Promoting decimal number sense and representational fluency. Mathematics Teaching in the Middle School, 14(1), 44-50. University of Melbourne. (2012, 9 21). Teaching and Learning About Decimals. Retrieved 8 4, 2014, from University of Melbourne: https://extranet.education.unimelb.edu.au/DSME/decimals/SLIMversion/tests/miscon.shtml

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