1. College of Education Dr. Jill Drake Spring 2012

2. Warm-up: Activating Prior Knowledge Count the number of letters in your first name For each letter in your name tell your elbow partner something you remember about last week’s class.

3. Breaking Down the Chapter Get into groups of 5 Count off in your group – 1 to 5

4. Breaking Down the Chapter Each group will be the “expert” of a section of the chapter Person 1 – Instruction in Mathematics and Algorithms Person 2 – Computational Fluency Person 3 –Conceptual Learning and Procedural Learning and Paper-and-Pencil Procedures Today Person 4 – Learning Misconceptions and Error Patterns Person 5 – Error Patterns in Computation

5. Breaking Down the Chapter Your group’s task is the determine the important information for your assigned section. Take notes on section and be prepare to make comments on the appropriate slide.

6. Instruction in Mathematics We are not interested in students just doing arithmetic in classrooms; we want to see the operations of the arithmetic applied in real-world contexts where students observe and organize data. Instruction in mathematics is moving toward covering fewer topics but in greater depth and toward making connections between mathematical ideas.

7. Computational Fluency Conceptual understanding- comprehension of mathematical concepts, operations, and relations. Procedural fluency- skill in carrying out procedures flexibly, accurately, efficiently, and appropriately. You should not focus on just paper and pencil work. We do not want students to feel limited to computing only with paper and pencil. (& vise versa) We need to integrate arithmetic and all of the mathematics we teach with the world of our students, including their experiences with other subject areas. Students do not only need to know how to compute, but when to compute. In order for our students to gain computational fluency, they need to be able to use different methods of computation in varied problem- solving situations. The two methods of computation are approximation(mental estimation) and exact computation (mental computation, calculator, and paper and pencil)

8. Algorithms An algorithm is a step-by-step procedure for accomplishing a task, such as solving a problem. If some students have already learned different algorithms for example, a different way to subtract learned in Mexico and Europe), remember that these students procedures are quite acceptable if they always provide the correct number As we teach paper-and-pencil procedures, we need to remember that our students are learning and applying concepts as they are learning procedures

9. Conceptual Learning and Procedural Learning Procedural learning must be based on concepts already learned. Students need to understand the meaning of each operation is needed in particular situations. Conceptual understanding is so important that some math educators stress the invention of algorithms by young students; they fear that early introduction of standard algorithms maybe detrimental and not lead to understanding important concepts.

10. Paper-and-Pencil Procedures Today Teachers need paper and pencil to look for misconceptions and error patterns in their written work. Students learn from their errors by seeing their step- by-step written work, and with calculators this cannot always be seen. The use of the Paper- and-Pencil procedure over time becomes more automatic. The student employs increasingly less conceptual knowledge and more procedural knowledge( Proceduralization).

11. Learning Misconceptions and Error Patterns Careless mistakes and misconceptions Relate to dice Students connect old concepts to new information You don’t have to make a mistake to work hard Assess the students to figure out their knowledge Over generalizing- jumping to conclusions Students have a learned disability not a learning disability.

12. Error Patterns in Computation Errors are seen as an opportunity to reflect and learn We can use errors as problem solving situations Different computing strategies, look for evidence of how the students are thinking. Algorithms that incorporate error patterns are called buggy algorithms Students who invent their own algorithms learn error patterns Rather than just scoring the paper we need to analyze to see why their answer is incorrect and figure out the error that was made.

13. Review What is the difference between conceptual learning and procedural learning? Which type of understanding would be more beneficial to students? Why?

14. Vocabulary… Procedural Errors – involve errors in skills and/or step-by-step procedures (algorithms) needed to solve mathematical problems Conceptual Errors – errors that are caused by the misunderstanding of mathematical ideas such as place value, meaning of operations, and number sense. Both Procedural and Conceptual Errors – errors that involve violations of an algorithm AND a misunderstanding of a mathematical idea.

15. Conceptual Errors Conceptual understanding reflects a student's ability to reason in settings involving the careful application of concept definitions, relations, or representations of either. Such an ability is reflected by student performance that indicates the production of examples, common or unique representations, or communication indicating the ability to manipulate central ideas about the understanding of a concept in a variety of ways.

16. Example: Circle the triangles

17. Procedural Errors Students demonstrate procedural knowledge in mathematics when they select and apply appropriate procedures correctly; verify or justify the correctness of a procedure using concrete models or symbolic methods; or extend or modify procedures to deal with factors inherent in problem settings.

18. Example: Write the numbers One: _________ Two: __________ Three:_________ Four: __________

19. Both Procedural Errors and Conceptual Errors

20. Case Study Review Basic Facts Sequence: 1. Interview and administer the Pre-test 2. Discover if they know the concept Teach the concept if it is not know 3. Teach Number strategies 4. Develop Automaticity (80% Accuracy) 5. Administer the Post-test

21. Updated Fall 200921 Diagnosing Basic Facts… Use a Sample: Basic Facts CardsBasic Facts Cards Can use as a pre-test AND a post-test. Procedure: Create flash cards of ALL times tables. One table at a time, jumble cards for that table, flash one card at a time, and count three seconds in mind. Based on response to each flash card, create three piles of cards: Know Do NOT know Do not know WITHIN 3-second limit Use piles to complete basic facts card (A legend/code/key is needed to distinguish the meaning of the three piles)

22. X0123456789 0 ☺☺☺☺☺☺☺☺☺☺ 1 ☺☺☺☺☺☺☺☺☺☺ 2 ☺☺☺☺☺☺☺☺☺ X 3 ☺☺☺ XX ☺☺ XXX 4 ☺☺☺☺☺ X ☺ XXX 5 ☺☺☺☺☺☺ XXXX 6 ☺☺☺ X ☺☺ XXXX 7 ☺☺ X ☺ XXXXXX 8 ☺☺☺ XXXXXXX 9 ☺☺ XXXXXXXX Key: ☺ - Answered Correctly X- Answered Correctly After 3 Seconds X- Answered Incorrectly Multiplication Pretest

23. Updated Fall 200923 Correcting Basic Fact Errors Teach the meaning of the operation.meaning of the operation Teach number relationship strategies.number relationship strategies Addition/Subtraction – Van de Walle, pp. 159-168 Multiplication/Division – Van de Walle, pp. 168-174 Provide ongoing drill to develop automaticity (3 second answers).drill to develop automaticity See Van de Walle, 2004, p. 175 (Activities 11.21 and 11.22). Games, individual speed tests, competitions, oral drills, written drills, repetitive writing of facts, and so on that are designed to achieve fast answers to unknown facts.

24. Draw me a picture that shows what 3x7 mean? One group of 7. A second group of 7. A third group of 7. Three groups with 7 things in each. The x means “of” – three groups of 7. Three groups of 7 equals 21.

25. Number Strategy: Commutative Property List of Basic Facts I worked on: 7x3 7x4 7x5 7x6 Matching flash cards to practice strategy: 3 x 7 = 7 x 3 = 21 4 x 7= 7 x 4 = 28 5 x 7= 7 x 5 = 35 6 x 7= 7 x 6 = 42 I put each of these on flash cards. First, we practiced these basic facts and our number strategy by matching flash cards. Then, we practiced by playing concentration. The last time we practiced, we played a grab relay: who could match the most sets of cards. I end this part of the session by asking the answer of each fact and having the student to tell me how he knew the answer. I expected him to use the commutative property (“I knew 3x7=21 so, 7x3=21”).

26. Automaticity: 9/19/09: We meet for 22 minutes and I did 7s, 8s, and 9s flash cards with him. I ended the session by having him write and re-write each of these facts he missed until he had them memorized. 9/21/09: I had him do a Mad Minutes Timed Test. I took him 4 minutes to finish the test. I ended the session by having him write and re-write each of these facts he missed until he had them memorized.

27. Basic Facts Multiplication Number Strategies http://www.kathimitchell.com/mathfolder/mathpage. htm http://www.kathimitchell.com/mathfolder/mathpage. htm Zeros and ones Doubles, and Double Again Skip Counting (twos, fives) Commutative Property Nifty Nines If tens, then nine. Make 9 with one less Helping Facts (adding up or subtracting down)

28. Interviewing: Data Source #2 Goals of an interview Gain insight into thinking, attitudes, and strengths and weaknesses of student and his/her environment Verify pre-diagnosis of error by ruling out reasons for errors How to begin an interview? Insights – use list of questions from reading Verification – say something like… “Show me how to solve this problem.” “Solve this problem and talk out loud as you solve it.” Organize data into Solve Sheet #1.

29. Final Thoughts… Remember: Diagnosing and Correcting Mathematical Errors involve four processes: the Diagnosing Process, the Correcting Process, the Evaluating Process, and the Reflection Process. Use your diagnosis to guide your instruction. Interviewing students and observation of students are important tools for diagnosticians. They can help rule out and/or reveal reasons for errors. When correcting errors related to basic facts, refer to last week’s lecture notes. When diagnosing errors related to whole numbers, refer to the list of errors related to whole number operations. Many procedural errors occur because students do not have an adequate understanding of the concepts that underlie these procedures. For this reason “procedural knowledge must be tied to conceptual knowledge” (Ashlock, 2006, p. 47) when correcting errors.