Mathematical proficiency serves as a foundation for student success both in the traditional classroom and in the real world. An important element of this mathematical proficiency is fluency with basic math facts (Cozad & Riccomini 2016). Learning math facts with accuracy, as well as speed and automaticity is vital to the overall understanding of mathematics curricula as a whole. For the purpose of this study, focus rests on multiplication facts, as that is one form of computation that carries a heavy emphasis in fourth and fifth grade.
Much research exists that states when students cannot retrieve math facts quickly, it inhibits their thinking with larger concepts and more complex multi-step problems and critical thinking opportunities (Berry, 2016). The process of how to learn these math facts appropriately has changed throughout the years. Due to a common historical trend of paper-pencil fact practice, the researchers have seen a decrease in student motivation to learn these facts. As a result, many school districts have adopted new technologies to supplement existing math curricula, but also to support multiplication fact fluency. The
…show more content…
After securing principal and parent permission, the researchers had a discussion with the participating students. Twenty fourth grade students used one to one devices to complete a multiplication pretest using a website called Multiplication.com. This website has a self-checking feature, and also allows the students to work at their own pace while still monitoring the time elapsed to complete the assessment. From there, the students printed a hard paper copy of the results in order for data to be complied appropriately. This website allows for immediate feedback. Immediate feedback and error correction is an important element of effective instruction (Musti-Rao, Lynch, & Plati,
Van de Walle, J., , F., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics, teaching developmentally. (Seventh ed.). New York, NY: Allyn & Bacon.
“Class,” I announced, “today I will teach you a simpler method to find the greatest common factor and the least common multiple of a set of numbers.” In fifth grade, my teacher asked if anyone had any other methods to find the greatest common factor of two numbers. I volunteered, and soon the entire class, and teacher, was using my method to solve problems. Teaching my class as a fifth grader inspired me to teach others how important math and science is. These days, I enjoy helping my friends with their math homework, knowing that I am helping them understand the concept and improve their grades.
Mathematics has become a very large part of society today. From the moment children learn the basic principles of math to the day those children become working members of society, everyone has used mathematics at one point in their life. The crucial time for learning mathematics is during the childhood years when the concepts and principles of mathematics can be processed more easily. However, this time in life is also when the point in a person’s life where information has to be broken down to the very basics, as children don’t have an advanced capacity to understand as adults do. Mathematics, an essential subject, must be taught in such a way that children can understand and remember.
Math vs. Zombies- Grade Level: Third. Standard: The specific content area and Standard: CCSS.MATH.CONTENT.3.OA.C.7. Description: Math vs. Zombies can be set for students to practice with addition, subtraction, multiplication, division, and comparison. Within the game, students must solve the simple math problem correctly and quickly enough to be able to have time to zap the zombies. The app also offers games and practice problems for students in grades kindergarten-4th grade. Having such a wide variety of content allows for the independent work in the classroom to differentiated for each student. While the majority of the class might be working on multiplication, some students might still need to be working with addition or there could be high fliers working on more complicated concepts, such as division. This app is a great resource because it grows with the children and has something for them at nearly each stage in the early math education.Bloom's Taxonomy: Bloom's Taxonomy: 3.1 Executing- Students solve multiplication equations using the process that they have previously learned and can apply it to problems that are new to them.
When the students are engaging in these activities the teacher will need to ensure that patience and practice are given at all costs. The students will need to see and be able to practice the correct way of following the model, as well as the opportunity to see the incorrect way. This will allow the students to self-monitor and teach each other through practice. (2008). As with reading to self, time will be the greatest factor in the success of this portion of the framework. The students need to have adequate time to practice the skill to ensure that it will become
Lack of memorization is why our children struggle with elaborate arithmetic (Lipman). If you know your multiplication tables, thank that unyielding
Children can enhance their understanding of difficult addition and subtraction problems, when they learn to recognize how the combination of two or more numbers demonstrate a total (Fuson, Clements, & Beckmann, 2011). As students advance from Kindergarten through second grade they learn various strategies to solve addition and subtraction problems. The methods can be summarize into three distinctive categories called count all, count on, and recompose (Fuson, Clements, & Beckmann, 2011). The strategies vary faintly in simplicity and application. I will demonstrate how students can apply the count all, count on, and recompose strategies to solve addition and subtraction problems involving many levels of difficulty.
Reed, Yvonne. (2006). From Feedback to Fast Forward, a talk given at the Assessment for Learning Conference in May 2006.
“Class,” I announced, “today I will teach you a simpler method to find the greatest common factor and the least common multiple of a set of numbers.” In fifth grade, my teacher asked if anyone had any other methods to find the greatest common factor of two numbers. I volunteered, and soon the entire class, and teacher, was using my method to solve problems. Teaching my class as a fifth grader inspired me to teach others how important math and science is. These days, I enjoy helping my friends with their math homework, knowing that I am helping them understand the concept and improve their grades.
However, technology should never substitute the fundamental learning in our educational systems. Specifically, in primary school, building a firm fundamental education is crucial. Seeing children still using fingers to do simple math in second grade is not a good sign of academic improvement. Though the students may easily figure out the answers by using a calculator, before letting the children get any closer to these technical gadgets, they have to first learn to figure out the answers themselves.... ... middle of paper ... ...
Towers, J., Martin, L., & Pirie, S. (2000). Growing mathematical understanding: Layered observations. In M.L. Fernandez (Ed.), Proceedings of the Annual Meetings of North American Chapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ, 225-230.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and student achievement in mathematics. Princeton, NJ: Educational Testing Service. Retrieved March 6, 2002, from ftp://ftp.ets.org/pub/res/technolog.pdf.
In this paper, I will be primarily focusing on the importance of feedback in learning. Practise is important to achieve goals but it cannot act alone, in order for a student to accomplish his/her goals he/she needs to practise; while practising it is important to receive feedback. By the end of this paper, I will try to prove why “Feedback is so important in learning”?
Throughout out this semester, I’ve had the opportunity to gain a better understanding when it comes to teaching Mathematics in the classroom. During the course of this semester, EDEL 440 has showed my classmates and myself the appropriate ways mathematics can be taught in an elementary classroom and how the students in the classroom may retrieve the information. During my years of school, mathematics has been my favorite subject. Over the years, math has challenged me on so many different levels. Having the opportunity to see the appropriate ways math should be taught in an Elementary classroom has giving me a