Questions for Katie (Meaning of Operations and Basic Facts)

questionmarksSolving Word Problems and Math Matters

1.  I had trouble with the addition/subtraction word problems and sometimes categorized the problem incorrectly.  So, I’m thinking I’m working out an addition problem when it is really a subtraction problem.  I think it had more to do with the way I would choose to solve the problem.  Did you have this issue with any of the word problem categories?

2.  I really liked the use of Bar Diagrams.  I felt like it gave a visual (almost tangible if you will) meaning to Part-Part-Whole problems.  I really saw the relationship building that is explicitly shown with this method.  It gives students more meaning than just addition or subtraction and shows relationships between the operations and how they work together.  What do you think about using this method?

I think that using a variety of these teaching strategies for helping students learn to understand and solve word problems would be my preferred approach?  Katie, what do you think, would you prefer to use one method over all others or a combination?

Storyline Online

3.  What book did you use from the Storyline Online?  I used Library Lion.  It is a cute book that I had read before (I realized once I was half way through) but I didn’t think it particularly lent itself to “math.”  I think there are other books that are so much more of a tie to math?  What do you think Katie, have you used other good math books?

Overall

4.  After everything we have read, what do you think about Timed Facts Tests for math?

Case Studies

5.  After reading the Case Studies, what do you think about giving students the choice of which manipulatives they can use to help problem solve?  Would this cause more problems with keeping students focused on the problem solving versus walking around the room investigating available manipulatives?

 

 

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One thought on “Questions for Katie (Meaning of Operations and Basic Facts)

  1. 1. I definitely had issues with categorizing the problems and it was, I believe, because I also kept trying to solve the problem first then realizing that I didn’t solve it in the way that they maybe had intended it to be solved when they had written it?

    2. Honestly, I found the bar graphs confusing. I kept trying to figure out how the shape was determined but couldn’t figure out what the ultimate end point of the game was. I figured that it might have been like tetris but still have problems trying to figure it out…

    3. I did When Pigcasso Met Mootisse, which was completely adorable. I found it difficult to pull math problems from the book but was able to after a while (I just don’t think I’m creative enough to think outside the box). I haven’t really read any math specific books but will keep my eyes peeled! (unless you count (haha) One Fish, Two Fish, Red Fish, Blue Fish as a math book…)

    4. While I think knowing math facts are important, I’ve never understood why speed has been deemed a factor in math competency. Some children are slower test takers but that doesn’t mean that they are less knowledgable than those that move through the tests at a quicker pace. Some children become stressed when testing which may slow their time but it doesn’t make them less capable or competent! I understand having a time limit of sorts but it seems silly that many of these tests are one-minute/two minute fact tests.

    5. I think that it may be overwhelming to the students if these manipulative were to be introduced at once, which may cause problems and, ultimately, result in a lack of focus from the class. If the teacher were to introduce a different manipulative with each lesson/day/unit and then allow students to choose which they prefer to use, I think that things may run more smoothly. Students learn through different mean (as can be seen in the case studies) so it is important to provide them with opportunities to explore those means of learning.

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