An exploration into childrens Mathematics Thinking : Implications for Teaching

PRESENTER: WAN NUR SYAZWANI WAN MOHD LUDIN NURHAFIZAH BT SUHARI ANIS SABRINA BINTI SHAIB
4/28/12

Click to edit Master subtitle style

Introduction

4/28/12

Children

School Mathematics seen to be a sequence of memorizing and forgetting facts and procedures same topic are taught and retaught, years after years, the children do not learn them and make the same mistakes years after years.

Even

4/28/12

Example of Common mistakes

23 14 11 28 50 28

4/28/12

According

to Pearn (1997) and Parmjit (2004), children who have trouble with mathematical concepts and number sense in elementary grades tend to continue having problems with mathematics throughtout their schooling life.

4/28/12

Childrens Construction of Knowledge

4/28/12

Concept of Learning
Behaviorism

A change in the behavioral disposition of an

organism
Learning behavioral can be shaped by

selective reinforcement knowledge

The child is viewed as a passive recipient of

4/28/12

Constructivist

Knowledge is not passively received but

actively built up by the cognizing subject.

Refer to:Students in classroom Teacher who teaches them The researcher who studies them

We all construct our own knowledge. Do not passively received it from our environment

4/28/12

 The function of cognition is adaptive and

serves the organization of the experiential world, not the discovery of ontological reality

4/28/12

As

new experiences occur, they are fitted into a persons existing mental structure. are received or rejected because of a persons mental structure or schema.

Experiences

4/28/12

Schema of children
Units

of interrelated ideas in a childs

mind
Is

a part of the mind used to build up the understanding of a topic new ideas and fit them with what already known by children

Takes

4/28/12

Mode of exploration into children thinking

Focus

on schema on counting, multiplicative and proportional reasoning (Parmjit,2004; Parmjit 2003a; Parmjit 2001a;Parmjit 2001b;Parmjit 2000) obtain a complete picture of childrens understanding, the development of mathematical ideas and their heuristic approaches to 4/28/12

To

Clinical interview method

Allows intervention where

children are encouraged to elaborate on their statements and judgments

Provides a continual interaction

between inference and observation (Cobb,1986)

4/28/12

Identifies

and describes the common errors and misconception children made on math concepts childrens learning and thinking strategies, their reasoning schema and how they develop them
4/28/12

Identifies

Childrens Schemas In Learning

Additive Counting Schemas

4/28/12

Strategies

use by children:Can you guess how pre-school children solve 2 + 4? How about 6 to 8 years old children and 9 years old on?

Memorize Conceptualize Reason Solve problem

4/28/12

Pre-school

children

Add up from 1 (ie: 1,2,/3,4,5,6)

6

to 8 years number (ie: 4, then 5,6)

Add by counting from larger

9

years & above because they know the answer (Ashcraft, 1985; Resnick and Ford, 4/28/12

Retrieved answers from memory

Additive reasoning in group of Primary Two and Primary Three Children

2

strategies involved :-

making ten strategy Compensation strategy

4/28/12

Types of mistakes commonly Made by children

4/28/12

Children Children

unable to subtract a smaller number from a big number. unable to understand the place value.

4/28/12

MULTIPLICATIVE REASONING SCHEMAS

Click to edit Master subtitle style
4/28/12

Multiplcative Reasoning

Plays important roles. of it can be critical factor in proportional reasoning. situation that lead to multiplication or division.
4/28/12

Lack

Multiplitive

Childrens Mathematics Thinking

Do

not use multiplication in solving multiplicative problem. of them use addition. use long counting process.

Most

Some

4/28/12

WHY?
4/28/12

Reasons
Multiplication Schwartz

involves a change in the referent number. (1988) says that additive situations only involves extensive quantities while multiplication always requires manipulation of intensive quantities.

4/28/12

Intensive quantities
Relationship Not But For

between quantities.

measures or count.

generated through act of division. example: divide 16 pencils by 4 children an integral part of multiplicative reasoning, must be 4/28/12

Are

Confrey vs Steffee
Confreys

approach in multiplicative is based on idea of splitting. observe multiplicative actions as independent of addition ideas. Steffees approach considers early multiplicative acts and he sees multiplication as the coordination of units.
4/28/12

She

While

Question:
What

is four times three? is six times four?

What

How you solve this problem?

4/28/12

Episode 1:
Refer The

to page 93.

student use her finger movements which play important role when she solve the task. indicates the coordination of unit of unit.

It

4/28/12

Question:
15

children have to be carried across the river on a boat. The boat can only carry five children at a time. How many trips will the boat need to make in order to carry all 15 children across the river? Lim puts her students into groups 0f 5. in each group there are 3 boys. If she has 25 students, 4/28/12 how many boys and how many

Ms.

Episode 3:
Refer The

to page 94.

student use the iteration schemes to solve the problem. of ratios two number sequences that are coordinated. did not use the unit strategy, thus it against teaching children to use the unit ratio strategy in early development in 4/28/12

Iteration Student

Question:
Mariam

needs exactly 3 cups of water to make 4 small cups of coffee. How many cups of coffee can she make with 12 cups of water?

4/28/12

Episode 5:
Refer The

to page 97.

student did not use the iteration process. use the relationship as a scalar function. begin to represent problem into symbolic representation. student ability to move from iteration schemes to more abstract 4/28/12

They She

Reflect

CASE STUDY OF PROPORTIONAL REASONING WITH THREE PRIMARY SIX STUDENTS.

Case Study of A. edit Master subtitle style Click to Researcher was give the task to Alice who influenced of a taught formal method in particular the unit method in her procedure solving problems that she learnt in school. Here has 3 episodes show the impact of the memorized procedure on her reasoning.

4/28/12

Episode 1: Page 100 Alice utilized the unit strategy to solve this problem and producing the answer efficiently. Episode 2: Page 100

Researcher gave her a task that would perturb her because the unit ratio does not give a whole number. also used formal method to solve this problem with using the paper to calculate.
4/28/12

Alice

Episode 3: Page 101

Alice

reasoning based on additive reasoning rather than multiplicative reasoning. not able to unite sequence of counting acts into composite units. she used unit method, her answer is correct. Unfortunately she could not show her mistakes on first calculation. did not identify the 4/28/12 invariant

She

After

She

Case study of F: Page 102 He broken up the number into smallest one and times with the same number to get answer. Case study of J: Page 102 and 103
He

used the conventional unit strategy. It seemed like with case A. 4/28/12

Introduction

unit method in some way inhibited the development of proportional reasoning. students to use the unit method as a standard approach to proportional problem without constructing ratio units simply become an act of meaningless procedural manipulation. approach to the unit coordinate scheme is meaningful rather than use formal mathematics. 4/28/12

Teaching

Constructive

UNIT AND COMPOSITE UNITS

Composite

units is the unit that are composed and usually formed in the pursuit of some larger goal. is the simplest form of the ratio (ratio unit) example: Composite unit is 6 to 14 so ratio unit is 3 to 7.

Unit For

4/28/12

There are 3 essential components are needed to use operation with composite units.

(1) explicitly conceptualize the iteration action of the composite ratio unit to make sense of ratio problems. (2) sufficient understanding of the meaning of multiplication and division. (3) sufficiently abstracted the 4/28/12 iteration process.

As

we know, algorithmic operation of multiplication and division of A was easy but operational basis necessary to give it meaning was lacking. (1986) comment. (page 104 p.2 line 5-9)

Neshers

4/28/12

CONCLUSION

Teacher must recognize the importance of childrens understanding and their ability to use diverse strategies. development of repertoire of flexible thinking strategies will have practical significance for the enhancement of childrens learning. educators must vigorously pursue a childs voice that lead to the development of powerful mathematical ideas in teaching and learning of 4/28/12

The

Mathematical