After reviewing measurement division and partitive division more, I am now feeling pretty comfortable with figuring out which type of problem it is. It does take me longer than the addition and subtraction, but I think I've got the hang of it! Grouping is the easiest and for me, seems to give the most explicit directions so I don't think I'll have any issues with that.
I enjoyed working with some of the math learning stations to see how kids might learn from the stations. My group was able to figure out most of the problems pretty quickly. A few of the problems stumped us, one specifically is the tootsie roll and block counting for a certain number of tootsie rolls. We didn't get it at first, but then we figured it out. I liked that learning station the best because it made the students use part of one of their answers to figure out the other answers. I think stations like this help students become critical thinkers because they have to first figure out an answer to a problem and then figure out they need to use that information to figure out additional problems.
It was also very cool to watch the kid explain why a+b-b=a. Something like this leads students to become critical thinkers as well because they start out with a few number problems that make the statement true. As the student thinks about the problem more and sees the statement holds true for all numbers they use, they start to think about the problem differently. Then, finally, they break the problem up into two conjectures to prove, without numbers, that the problem will always be true. I liked that Dr. Shih mentioned that the greatest prediction of kids knowing conjectures is kids having practice with more conjectures. I hope when I become a teacher I will be able to give my students practice with conjectures so they can become critical thinkers and understand why problems like the one above will always be true.
No comments:
Post a Comment