Staff View
Developing Mathematical Precision in the Primary Grades

## Descriptive

TypeOfResource
Text
TitleInfo
Title
Developing Mathematical Precision in the Primary Grades
Identifier (type = doi)
doi:10.7282/T3Q24213
Abstract
Learning to solve mathematical word problems is a complex endeavor, particularly in the primary grades when young students are simultaneously developing language proficiency to make sense of what the problems are asking to be solved. Word problems present the cognitive challenge of figuring out who is doing what, which numbers refer to which actions, actors or objects, and how to use the known number(s) to perform which mathematical operation to solve for the unknown. Sometimes manipulative objects are made available to help students, yet students still need to decide how to use those objects to represent the mathematical situation and perform the appropriate operation to solve the problem. In other instances of problem solving, students need to construct their own representations without the use of manipulative objects. Either way, students need to make sense of problems and attend to precision while persevering to solve them. These acts are two of the Standards for Mathematical Practices articulated in the Common Core State Standards for Mathematics (NGACPB & CCSSO, 2010).

In this multimedia narrative, we follow young Stephanie through the primary grades as she works with her peers in small groups to solve mathematical word problems. As a participant in the Rutgers-Kenilworth longitudinal study (Maher, 2010), Stephanie has been given opportunities to revisit the same word problem. Sometimes this occurs during a single classroom session, as we see in events 1 and 2. During this scenario from first grade, Researcher Alice Alston scaffolds Stephanie’s group in attending to precision by asking Stephanie to read the problem aloud multiple times. With each reading, potentially more can be noticed and cognitively processed by the children. It is argued that both revisiting this problem after completing the other assigned problems and thinking more carefully about how the language maps onto an appropriate mathematical operation that can be carried out precisely with use of manipulative objects helped the students find the correct answer the second time around.

Other times revisiting the same word problem occurs after several months have elapsed, as we see in events 3 and 4. Stephanie and Dana first worked together on the Shirts and Pants problem in a small group with Jaime when they were in second grade. At that time, Stephanie used the letters Y, B and W to represent, respectively, the colors Yellow, Blue and White. She used the numerals 1-5 to keep track of different possible outfits that could be made by combining various colored shirts and pants. However, her representation of outfits using this notation was not as precise as it needed to be for her to find the correct solution. When Stephanie and Dana were again partnered to work on this same problem as third graders, Stephanie’s notation had evolved to include drawings of shirts and pants with color letters written inside the garment, and connecting lines drawn between them to represent outfits. Although not perfect (one of the lines was not drawn as directly as it might have been), the increased attention to precision in representing the problem and performing appropriate operations led Stephanie to finding the correct solution the second time around. Taken all together, the four events provide evidence to support the claim that having an opportunity to revisit the same problem enables students to develop their skills at making sense of problems and attending to precision when learning mathematics in the primary grades.

References

Maher, C. A. (2010). The longitudinal study. In C. A. Maher, A. B. Powell, & E. B. Uptegrove (Eds.), Combinatorics and Reasoning: Representing, Justifying, and Building Isomorphisms (pp. 3-8). Springer: New York, NY.

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards Initiative: About the standards. Retrieved from http://www.corestandards.org/about-the-standards
Genre (authority = RULIB)
Student engagement
Genre (authority = RULIB)
Reasoning
Genre (authority = RULIB)
Representation
RelatedItem (type = host)
TitleInfo
Title
RBDIL Analytics
Identifier (type = local)
rucore00000002136
Name (id = NAME-1); (type = personal)
NamePart (type = family)
Winter
NamePart (type = given)
Esther
DisplayForm
Esther Winter
Role
RoleTerm (authority = RULIB)
Creator
Affiliation
Rutgers University
Name (id = NAME-2); (type = personal)
NamePart (type = family)
Palius
NamePart (type = given)
Marjory F.
DisplayForm
Marjory Palius
Role
RoleTerm (authority = RULIB)
Creator
Affiliation
Rutgers University
Name (id = NAME-3); (type = personal)
NamePart (type = family)
Maher
NamePart (type = given)
Carolyn
DisplayForm
Carolyn Maher
Role
RoleTerm (authority = RULIB)
Publisher
Affiliation
Rutgers University
OriginInfo
DateCreated (qualifier = exact)
2014-10-27T21:24:19-0400
OriginInfo
DateOther (qualifier = exact); (type = modified)
2015-07-10T07:57:11-0400
OriginInfo
DateOther (qualifier = exact); (type = published)
2015-07-10T07:59:15-0400
Back to the top

## Rights

RightsDeclaration (AUTHORITY = RULIB); (ID = rulibRdec0007)
The author owns the copyright to this work.
Status
Availability
Status
Open
Reason
Note
RightsHolder
Name (TYPE = personal); (ID = R-NAME_0001)
Esther Winter
Role
Author
ContactInformation
ContactInformationDate
2014-08-20T15:35:33-0400
RightsHolder
Name (TYPE = personal); (ID = R-NAME_0002)
Marjory Palius
Role
Author
ContactInformation
ContactInformationDate
2014-10-29T09:26:06-0400
Back to the top

## Technical

ContentModel
Analytic
PreservationLevel
full
Generation
born digital source
MimeType (TYPE = file)
application/xml
FileSize (UNIT = bytes)
8690
CreatingApplication
CreatingApplicationName
RUanalytic
CreatingApplicationVersion
2.0
CreatingApplicationDateCreated
2015-07-10T07:59:15-0400
Note
Generated using the RUanalytic tool export function.
Back to the top
Version 8.5.1