Developing Meaning for Operations- Helping Children Develop Fluency with Basic Facts

Developing Meaning for Operations- Helping Children Develop Fluency with Basic Facts

Chapter 9 discusses strategies that teachers can use to help children connect various interpretations, meanings, and relationships to division, multiplication, subtraction, and addition to fluently and accurately apply them in real-world settings. One of the main ideas of the chapter is the idea that a child’s relationship with a story or contextual problem can enhance their ability to solve the problem. Van De Walle et al. (2017) state, “Children can solve contextual or story problems involving age-appropriate numbers by reasoning through the relationships in the problems” (p. 148). Therefore, teachers should focus on determining a child’s experiences so as to use appropriate stories or contextual problems. The second idea of the chapter is that English Language Learners have specific learning needs that could impact their ability to understand division, multiplication, subtraction, and addition operations. Van De Walle et al. (2017) state, “The structure of the equations also may cause difficulty for English language learners (ELLs), who may not initially have the flexibility in creating equivalent equations due to reading comprehension issues with the story situation” (p. 152). Therefore, teachers must offer additional support for ELL students to enable them to create equations and understand mathematics concepts.

Question: What is the most effective way to gather information about a child’s experiences? Is parent intervention necessary in gathering information about a child’s experiences?

Chapter 10 discusses the reasoning strategies that teachers can use to increase students’ mastery of mathematics concepts. One of the main ideas of the chapter is that teachers should emphasize reasoning strategies to promote efficiency in counting strategies. Van De Walle et al. (2017) note that “To ensure that all children move away from inefficient counting strategies and become fluent with their basic facts, we need to commit to making reasoning strategies a central part of basic fact instruction” (p. 184). This idea is connected to the second idea of the chapter, which relates to the use of timed tests to increase fluency in counting strategies. Van De Walle et al. (2017) state, “From timed tests, you have a little insight into how efficient children might be overall, but you don’t really know whether children have used very inefficient strategies for some facts while going quickly through others” (p. 186). Therefore, teachers should consider using multiple test formats to accurately assess a student’s efficiency in using counting strategies.

Question: Which are the most effective test formats in assessing a student’s fluency and understanding of mathematical concepts?

The two chapters provided various pieces of information that surprised me. One of them is the argument that “Children often have more experiences with the relationships of more and greater than, so you need to ensure they have opportunities to think about relationships described using fewer and less than” (Van De Walle et al., 2017, p. 153). This argument was interesting because it suggests that teachers should focus on creating opportunities that enable students to think about relationships to enhance their understanding of mathematics concepts. The second interesting piece of information was the argument, “Many children find doubles easier to grasp than other facts” (Van De Walle et al., 2017, p. 189). This statement is interesting because it suggests that children may prefer double numbers over single numbers when learning mathematical concepts.

References

Van De Walle, J. A., Lovin, L. H., Bay-Williams, J. M., & Karp, K. (2017). Teaching Student-Centered Mathematics: Developmentally appropriate instruction for Pre-K-2 (3rd ed., Vol. 1). Pearson.

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. READ CHAPTER 9 (DEVELOPING MEANING FOR THE OPERATIONS) & Chapter 10 (HELPING CHILDREN DEVELOP FLUENCY WITH BASIC FACTS) IN THE TEXTBOOK LISTED BELOW PLEASE SEPARATE CHAPTERS DON’T PUT THEM TOGETHER AND BOTH CHAPTERS HAVE TO HAVE A QUESTION.

Two main ideas for each chapter (with page numbers where you got it)

At least 2 pieces of information that surprised you (and why) OR was new to you OR you disagreed with (and why) and a question you have after reading this chapter.