Author Archives: Elin Anderson
As the school year winds down, at the AIMS Center we too are wrapping up our work with students. The tasks we asked second and third graders to engage in this year had students working with various manipulatives (cubes, blocks, bags, strips, etc). This made me think about Math Practice 5: Use appropriate tools strategically. When I was teaching second grade I would drag out the tub of tens and ones blocks, and model the concept of double-digit addition and subtraction with my students. I remember trying to get my students to copy exactly what I was doing with my tens and ones blocks – build a number, build another number, and finally put them together grouping all the ones into sticks of tens. Alongside what we were doing I tried to show how the algorithm represented what we were doing with the blocks. We would use the manipulative a few times, put them away, and then go straight to the practice page in the textbook that had twenty problems for students to practice the algorithm. How did I feel after those lessons? Frustrated! I was doing all the work, I had a few students that would be able to complete the lesson but most of them would just follow along blindly without any understanding. I didn’t know what else to do.
The tasks we have had students engage in this year have had them use manipulatives in a purposeful way that allows students to do the heavy lifting… . . i.e. “productive struggle”.
In the towers tasks, we had students build a certain number of towers and with “n” number of cubes in each and then bring them back to their partner who hides them and asks how many blocks they brought back.
In the subtraction task, we had students count out a number of blocks, cover them with a cloth, and then reach under, take out a certain amount, put them in a cup and think about how many blocks are left underneath.
In the fraction task, students pretend a strip of paper is a candy bar and are asked to share it among 3 friends, 5 friends, etc. At first, they work to cut the strip into the requested number of pieces, then they are asked to cut what one person’s share would look like, and then test it to see if it is the right size.
In all these tasks students are given material to work with, then they are asked to think about the material without it being in front of them. This requires students to reflect on previous experiences and operate on material mentally. This is a crucial step in having a concept become abstract to students. Were the students engaged in these tasks? Yes! Were they doing the heavy lifting? Definitely!
With our work this year we have seen Math Practice 5 in action and I truly understand what it means for students to use appropriate tools strategically. How have your students used manipulatives strategically? I would love to hear your thoughts!
In my last blog post I wrote about how the sharing activity we are engaging second and third grade students with, although seemingly very simple, is actually very rigorous. In my observations I have been amused by how fascinated and excited the students are to be doing something where they are allowed to use glue… Continue Reading
The term “rigor” has been highlighted in education since the Common Core Standards have been adopted. The Common Core Standards have been deemed to be more rigorous and, therefore, students should be engaged in more rigorous lessons. What does it look like for students to be engaged in a rigorous task? Especially in the K-2… Continue Reading
How do children come to understand a concept? More specifically, how do they develop a concept of number? This is the underlying question to the work we do at the AIMS Center for Math and Science Education. In seeking the answer to this question, we have been reading research around cognition. Needless to say, we… Continue Reading
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… Continue Reading
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