Author Archives: Elin Anderson
In my last blog entry I talked about laying the foundation for fractions in K-2 by thinking about the standard for measurement 1.MD.2 as foundational for the conceptual understanding of fractions. In this entry, I am going to talk about what it means for a student to coordinate units.
The word coordinate, when used as a verb, is defined by Webster’s Dictionary as:
“To cause (two or more things) to be the same or to go together well: to cause (two or more things) to not conflict or contradict each other.”
This past fall at the AIMS Center for Math and Science Education, my research team looked into how students are able to coordinate units. In fact, we are designated the Coordinating Units team. The next question you probably have is what do I mean when I say unit? For our purposes, a unit refers to an amount. One example is our monetary system. We start with one penny. Then a nickel, which is made up of 5 pennies. A dime is made up of 10 pennies or 2 nickels. A quarter is made up of 25 pennies, or 5 nickels or 2 dimes and a nickel or 2 dimes and 5 pennies. A dollar is made up of 100 pennies or 20 nickels or 10 dimes or 4 quarters. This is a system with many levels of units. A student who is able to work within this system is able to see a penny, nickel, dime, etc. each as countable units and can coordinate all the levels of the units they are working with. This is not the only system with multiple levels of units that students encounter. Some others include: time (second, minute, hour, day, week, month, year, decade, century, etc.); place value (one, ten, hundred, thousand, million – tenths, hundredths, thousandths, etc.); standard measurement (inch, foot, yard, mile, etc.); and metric measurement (millimeter, centimeter, decimeter, meter, kilometer, etc.).
The last two examples are dealing with units of length measurement. There are also levels of units for measuring volume and mass. Our team is tasked with observing how students construct their understanding of coordinating different levels of units. This is critical for students to be able to develop a conceptual understanding of our number system. To do this they have to be able to construct a unit. A student cannot begin to coordinate levels of units unless they have constructed an understanding of number (a unit). This is the foundation for the work students do with mathematics. To learn more about coordinating units, I invite you to look at past blog entries from our Coordinating Units research team on the work we did on the “Tower Task” with students and keep on seeking out our blog entries this spring to see how coordinating levels of units connects to building a conceptual foundation to work with fractions.
This spring, the Coordinating Units team will begin looking into how students develop an understanding of fractions. We have been reading the research in this area done by Dr. Leslie Steffe. In his research with students he theorizes that if students have a fully developed whole number sequence and are able to use it flexibly,… Continue Reading
***This is part 5 of a series. Click the links to go back and read part 1, part 2, part 3, and part 4*** For the past four weeks our team has been sharing the Towers Task activity progression in our blog posts. Last week, Darrell shared that, as students become adept at working with… Continue Reading
The topic of the latest AIMS Center colloquium was “What every student needs to know for multiplication” (Video Archive)(Resources). This presentation highlighted the work that we have been doing around understanding how students develop multiplicative reasoning. One of the things we are doing is implementing a task with second and third grade students called the… Continue Reading
I can’t believe it’s been a year since I embarked on this journey as a Research Associate at the AIMS Center for Math and Science Education. It has been an exciting transition for me, having the opportunity to pursue my passion for understanding how children develop their knowledge of mathematics. Over the last year, I… Continue Reading
During the past month I indulged in watching one of my favorite shows, The Great British Baking Show on PBS. The drama, the flour, the sugar and oh, how I love those British accents. For those of you unfamiliar with the show, it is a contest that begins with twelve bakers and at the end… Continue Reading
In my last post I wrote about one of my first experiences teaching math to second graders. At the time (way back in 1996!), the math adoption we were using was MathLand, which was very conceptually based. I had several teacher friends that were also educators comment that they loved MathLand and felt it really… Continue Reading
As we come to the end of another school year, our team here at the AIMS Center has been spending time reflecting on the past year of learning from students. We were asked the question, “If you could go back into the classroom, what would you do differently in regards to your math instruction?” I… Continue Reading
I have many friends with school age children who know that I work in the field of math education and are always eager to pick my brain on what their children are doing in class during math instruction. Since the implementation of the common core standards, a question I get asked many times is, “Why… Continue Reading
Happy Spring! Yes, this is a picture of my niece, I thought it was appropriate being that it is the beginning of spring and she is using her finger to help her explore one of the wonders of Spring. . . a ladybug! Part 1 of “Fingers as Math Tools” showed her using her fingers… Continue Reading