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Prepnotes 5

Students should be encouraged to invent their own strategies for solving mathematical problems and justify their own thinking rather than relying on the teacher. It is important for teachers to avoid simply providing students with answers and instead promote student-student interactions, curiosity, and the use of familiar problems. Teachers should connect fractions and decimals, using familiar fraction concepts and models to explore decimals, which allows students to make meaningful translations. A variety of names, formats, and examples should be used to broaden and challenge students' understanding of mathematical concepts.

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24 views

Prepnotes 5

Students should be encouraged to invent their own strategies for solving mathematical problems and justify their own thinking rather than relying on the teacher. It is important for teachers to avoid simply providing students with answers and instead promote student-student interactions, curiosity, and the use of familiar problems. Teachers should connect fractions and decimals, using familiar fraction concepts and models to explore decimals, which allows students to make meaningful translations. A variety of names, formats, and examples should be used to broaden and challenge students' understanding of mathematical concepts.

Uploaded by

api-272521734
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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Reading: Progressions on canvas; 3-5 pg.

171-180 and 256-270


A- appeal to
BC- counting
authority
strategies: next
justification:
step after direct
actually has
modeling,
students avoid
important marker
mathematical
in the development
justification,
of number
students need to
concepts; counting
decide on their
on or counting
own that
down
something is true
not just rely on
their teacher.
E- (tips for creating F- fast mapping vs. G- general forms of
an) environment
Extended mapping: justification:
for invented
fast mapping is
restating the
strategies: avoid
very quickly
conjecture
giving students the getting a sense of a (students can not
right answer right words meaning
find the answer so
away, encourage
and extended is a
they just restate
student-student
full understanding the question),
interactions,
and use of the
building on basic
promote curiosity, word over multiple concepts,
use familiar
encounters
contexts in
problems
I- invented
strategy: any
strategy that is
different than the
standard algorithm
that does not
involved counting
by ones or physical
materials

J- justification by
example: most
common form,
students see
statements as true
until someone can
find a
counterexample

K- (K)onnecting
fractions and
decimals: these
two areas are very
much alike and
should be taught in
unison, use
familiar fractions
concepts and
models to explore
easily represented
decimals then
students can make
meaningful
translations
between the two

D- direct modeling
strategies: the
most basic level of
strategies
(beginning
learners), can
cause problems in
solving more
complex problems

H-

L- length models:
use a meter stick to
demonstrate
decimal fractions;
or empty number
lines can be used

M-multiple names
and formats: use
different names
and formats to
broaden and
challenge students
thinking and
understanding

Q- qualitative
dimensions of
word knowledge:
generalization,
application,
breadth, precision,
and availabilty

U- use of
counterexamples:
use them to prove
a conjecture is not
true, usually in 1st
or 2nd grade
students can do so.

N- number facts:
children need to
begin to learn
some number facts
in order to solve
problems with big
numbers where
strategies will not
be efficient; usually
learned at a recall
level
R- role of the
decimal point:
students must
know the decimal
point markss the
point where the
ones place is.

V- vocabulary
tiers: the first is the
most basic words,
words that dont
need much
instruction; the
second tier has
high frequency
words across a
variety of domains;
the third domain
has words whose
frequency of use is
low and have
specific domains

O- obtaining
decimal number
sense: flexible
understanding of
decimals, familiar
fractions will be
easily connected to
decimals

P- (extending) the
place value system:
before exploring
decimals review
this,

S- standard
algorithms: avoid
teaching
memorized steps,
establish an
understanding of
the standard way,
delay using these
strategies and stick
to promoting
invented strategies
W-

T- the decimal with


measurement and
monetary units:
shows the variety
of using decimals
in instruction

X, Y & Z

It is important for you as a teacher to have a variety of strategies; justifications


and methods to teach students that mathematics are feasible if they can invent
their own strategies and justifications to help them individually. These
differing strategies allow them to expand their understanding and increase
their knowledge.

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