Examining young children’s multiplication understanding through problem posing

Calabrese, Julia E.; Kopparla, Mahati; Capraro, Mary Margaret

doi:10.1080/03055698.2020.1740976

Cited by 4 publications

(2 citation statements)

References 36 publications

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“…Mathematical understanding is a spectrum and students have different proficiency ranges about a concept (Calabrese, 2020). This is done to connect the problem is the problem with the problem faced in everyday life.…”

Section: Introductionmentioning

confidence: 99%

“…This atmosphere will hinder student motivation. Talking about students' learning motivation, the higher the class the motivation towards academic attention is diverted and divided among many components, such as family, heterogeneous relationships, entertainment and this hinders their academic achievement (Gupta, 2016). Apart from the division of time, a common problem among teenagers is depression.…”

Section: Introductionmentioning

confidence: 99%

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The effectiveness of the problem-posing method based on android applications in mathematics learning

2021

ilkonline

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This study aims to see the learning outcomes of prospective mathematics teacher students on problem-posing abilities using the Android Package Kit (APK). It is necessary to have innovation in learning so that it has a better problem-posing ability. During a pandemic like this time teaching and learning activities experience many obstacles. To overcome these obstacles, it is necessary to do learning innovations, one of which is online learning. This study used a quasi-experimental design using the first experimental group and the second experimental group known as the pretest-posttest control group design. The subjects of this study were second-semester students majoring in Mathematics Education. Collecting data using the online method or online (Covid-19 pandemic). The sample was determined using a purposive sampling technique to determine the first experimental class as many as 28 students and the second experimental class as many as 29 students. The experimental class uses problem-based learning, while the second experimental class uses direct learning according to the material content. The material in this research is opportunity theory. The results of the observed data were analyzed quantitatively. The learning results show that learning using APK was effective in improving learning outcomes (both in problem-based learning classes and indirect learning). In the evaluation phase, improvements were made to the APK that had been developed after reflection on the results in the field at the implementation stage. The results showed that online learning based on android applications as a very helpful means of maximizing teaching and learning activities.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The effectiveness of the problem-posing method based on android applications in mathematics learning

2021

ilkonline

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Interpreting young children’s multiplicative strategies through their drawn representations

Cartwright

2023

Math Ed Res J

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The exploration of children’s drawings as mathematical representations is a current focus in early years mathematics education research. This paper presents a qualitative analysis of 72 kindergarten to Grade 3 (5 to 8 years old) children’s drawings produced during problem-solving tasks centred on multiplicative strategies. Existing frameworks for the developmental sequence of mathematical drawings and the progression of children’s strategies for multiplicative situations were an interpretive lens through which to analyse the drawings. Children used pictographic and iconic drawing types to represent the “story” in the problem and the multiplicative strategies employed to solve the tasks. Exploration of the children’s drawings suggested that as children’s drawings become more structural, schematic in nature, it may be easier for children to show their understanding of the structural elements of multiplicative relationships. Results revealed that structural elements of multiplicative relationships were more easily seen in iconic representations; however, both pictographic and iconic drawings were useful to observe counting, additive, and multiplicative strategies when mathematical elements of the problem were visible. Additional representations attached to the drawings (e.g. numerical) were needed to confirm children’s strategies when their drawings lacked structure. These findings have implications for how young children’s drawings are interpreted by classroom teachers. The interpretation of these drawings suggested that some children may not yet realise how their drawings in mathematics need to shift from illustrations of the problem’s story context to representing mathematical ideas and processes — which requires intentional teaching of the purpose of drawings for mathematical contexts.

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Learning to teach through problem posing: A teacher’s journey in a networked teacher−researcher partnership

Hwang,

Xu,

Yao

et al. 2024

The Journal of Mathematical Behavior

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Examining young children’s multiplication understanding through problem posing

Cited by 4 publications

References 36 publications

The effectiveness of the problem-posing method based on android applications in mathematics learning

The effectiveness of the problem-posing method based on android applications in mathematics learning

Interpreting young children’s multiplicative strategies through their drawn representations

Learning to teach through problem posing: A teacher’s journey in a networked teacher−researcher partnership

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