Group items tagged

People need language to fully understand numbers. This discovery – long suspected, and now backed by strong evidence – may shed light on the way children acquire their number sense.

homesigners were given a set of objects and asked to use tokens to create a second set containing the same number of tokens as objects. Again, their accuracy dropped significantly above sets of three objects.

Children learn this count list well before they actually understand that "four" refers to four objects rather than three or six, says Michael Frank at Stanford University in California.

Einstein's students were developing too many shortcuts and not enough understanding.

While 71 percent of its fourth graders meet state math goals, only 17 percent of its 11th graders do.

At Einstein, the problem became clear when teachers gave fifth graders a simple test. They told them to put down their pencils and estimate answers to simple questions, different ones than they were used to.

These are the addition problems and method we all learned in school.

This app has you adding from left to right instead of starting in the ones place, which goes against everything I learned.

This one is unusual, dividing up some of the numbers into their parts (whole ones, whole tens, etc.), and subtracting the parts.

In kindergarten,

by focusing kindergarten work on the number core: learning how numbers correspond to quantities, and learning how to put numbers together and take them apart

high school standards

MathX is a mathematical game where the player is given 4 single digit numbers (0-9). The player must apply the basic operators (addition, subtraction, multiplication and division) to each of these numbers, using all the numbers once only, to get to the answer 24.

In a small grove at the entrance to the school, first graders acquire the rudiments of addition and subtraction by collecting pine cones and stones and solving problems contained in notes attached to trees. Another group plays a memory game, using cards with arithmetic exercises whose solutions are found on a game board painted on the playground. The second grade is engaged in a treasure hunt, with arithmetic exercises that send children scurrying from one location to another. The third graders are at the seashore, researching the sand 0f(and not one of them has run into the water 0f). An arithmetic class for the fourth grade is underway in the gym: Small groups of children are scattered charmingly across the floor, playing games with boxes. Here the major attraction is the group standing in a line opposite the teacher, who holds up signs showing numbers that are the result of multiplication. The children’s task is to say which two numbers were multiplied to produce this result. Those who give the right answer also get to shoot a basketball.

Panamath measures your number sense and approximate number system (ANS) aptitude. Recent research has demonstrated a relationship between performance on this test and basic mathematical ability. Through a grant from the U.S. National Science Foundation, we have made this test publicly available free of charge so that researchers can use it in their studies, educators can assess their students, and anyone of any age can test themselves.

The four most common strategies were counting fingers, verbal counting, retrieval (quickly stating an answer and describing they “just remembered”), and decomposition (describing that they solved the problem by decomposing one addend and successively adding these smaller sets to the other addend; e.g., 17+8 = 17+3+5).

A growing number of schools across the nation are embracing the iPad as the latest tool to teach Kafka in multimedia, history through “Jeopardy”-like games and math with step-by-step animation of complex problems.

The iPads cost $750 apiece, and they are to be used in class and at home during the school year to replace textbooks, allow students to correspond with teachers and turn in papers and homework assignments, and preserve a record of student work in digital portfolios.

“IPads are marvelous tools to engage kids, but then the novelty wears off and you get into hard-core issues of teaching and learning.”

After only a week of practice, my students had achieved these goals of recognizing and using the distributive property to create their own strategies. Furthermore, most students were mentally multiplying one-digit by two-digit numbers.

there are ways to be even more efficient, more search-savvy. And it’s our responsibility to teach kids how to find and research information, how to judge its veracity, and when it’s time to ask for a grownup’s help.

CONFIRM CONTENT. It’s common to find the same phrases and sentences on different sites all over the Web because people duplicate content all the time. To determine the original source of the content, you can look at the date it was written, but that’s also not entirely accurate. When authors edit an article, that changes the posting date. So even if it was originally written in 2005, the date will say 2011 if it was edited last week. Again, here’s when you put on your journalist hat. Trustworthy websites typically have an “errata column” or something like it where mistakes or corrections are posted

KEEP IT SIMPLE. Use search terms the way you’d like to see them on a Web site.

Ten Marks is one that focuses on math. A colleague of mine really liked it, although I have not registered my own students before. Another for both ELA & math assessments is Easy CBM.

Sokikom.com has a free component for number sense- fractions/decimals/prevents – that is very well developed, adaptive, and includes video tutorials. My students love it! They also have several components that one could pay to add on.

One site that I’ve found to be quite beneficial is ThatQuiz.org. Toying around has found quite a variety of items to introduce and review with the students, and it catalogs quite a bit of data, making it easy to pinpoint individual problems, as well as class issues with specific math concepts.

The underlying principle is simple: Students learn math by doing math, not by listening to someone talk about doing math. Interactive computer software, personalized on-demand assistance, and mandatory student participation are the key elements of success.

What is critical is the pedagogy: eliminating lecture and using interactive computer software combined with personalized, on-demand assistance.

Students spend the bulk of their course time doing math problems rather than listening to someone talk about doing them.