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Computational Strategies for Addition and Subtraction: Student Reactions & Implications

Computational Strategies for Addition and Subtraction: Student Reactions & Implications. Math Alliance DeAnn Huinker and Beth Schefelker May 11, 2010. Learning Intention and Success Criteria.

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Computational Strategies for Addition and Subtraction: Student Reactions & Implications

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  1. Computational Strategies for Addition and Subtraction: Student Reactions & Implications Math Alliance DeAnn Huinker and Beth Schefelker May 11, 2010

  2. Learning Intention and Success Criteria • We will be learning to …share insights gained from working with students on addition and subtraction multi-digit computation. • We will be successful when…we make connections between the work we’ve done with students and their ability to develop understanding of addition and subtraction algorithms.

  3. Forming 8 Groups • Count off by eights • Form eight “standing” groups around the room, one group per number 1-8

  4. Sharing Insights and Implications • Number yourself within your group from 1 to 4. • Remember your assigned number.

  5. Engaging In Conversations • You will have 2 - 3 minutes to discuss a question. • All group members should be engaged in the conversation and have a clear understanding of your group’s conversation. • When time is up, two number cards will be drawn. • The two people assigned to the numbers drawn will move clockwise to join a new group.

  6. Developing A New Group • Once you have joined your new group. • Use 1- 2 minutes to exchange ideas from the conversation you just completed with your previous group. • What connections can you make as you share information? • Get ready for a new question!

  7. Question 1 • As you reflect on working with students on the empty number line, how did yourstudents respond?

  8. Question 2 • Consider all of the different strategies we’ve explored…which have you tried with students successfully?

  9. Question 3 • What mathematical insights have you gained about your students’ understandings of multi-digit addition and subtraction strategies?

  10. Question 4 • As an adult learner of mathematics, what shifts have you made in your knowledge and understanding of addition and subtraction computation strategies?

  11. Insights, connections and comments from group discussions… • As you reflect on working with students on the empty number line, how did your students respond? • What are the mathematical insights you gained about your students’ understandings of multi-digit addition and subtraction strategies? • Consider all of the different strategies we’ve explored…which have you tried with students successfully? • As an adult learner of mathematics, what shifts have you made in your knowledge and understanding of addition and subtraction computation strategies?

  12. What are your next steps? • How will you communicate these ideas to teachers in your building? • How will you share these ideas with parents? • How will you help students monitor their own understanding of multi-digit addition and subtraction strategies?

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