National Council of Supervisors of Mathematics (NCSM)
Productive Lingering: Elementary Students Learn about Structure of the Operations through Representation-based Argument (Spotlight Speaker)
Presenters: Susan Jo Russell (TERC)
April 13, 2016 at 10:00 AM to 11:00 AM
Abstract: Too often representations are passed over quickly, as if what they illustrate is obvious. What does it look like when grades 2-5 students spend focused time creating, comparing, and analyzing representations in order to understand the structure and behavior of the operations? Video examples from our research will be used to examine these questions
When the numbers are there, but the representation doesn’t work: Using elementary students’ representation-based arguments to examine their developing understanding of the operations
Presenters: Traci Higgins (TERC), Susan Jo Russell (TERC), Deborah Schifter, Virginia Bastable
Tuesday, April 12, 2016 from 3:30 PM to 4:45 PM San Francisco Convention Center, 3010
Abstract: In this session we will observe elementary students using self-generated representations to reason about computational patterns that are governed by the behavior of the arithmetic operations. Together we will examine and discuss what can be learned about students’ developing operation sense by looking at their representations. In particular, we will consider how the salience of number and lack of attention to the arithmetic operations can short circuit student reasoning. Questions that bring the action of the operations into focus can help students align their representational, symbolic, and verbal descriptions and support the development of mathematical argument.
Supporting Students’ Mathematical Reasoning with Deeply-Digital Tools
Presenters: Andee Rubin (TERC) with Phil Vahey (SRI) and Nick Jackiw (SRI)
Tuesday, April 12, 2016, 3:30 PM-4:45 PM
Abstract: While every publisher claims that their “digitally-enhanced curricula” will improve students’ learning, most such digital enhancements are drill and practice, videos of traditional lectures, or digital incarnations of pre-digital mathematical experiences. In contrast, what we call Deeply-Digital Representational Technologies (DDRTs) can uniquely change students’ experiences in learning mathematics. DDRTs allow students to engage with mathematical representations that can only be expressed in digital technology, allowing them to develop new mathematical models, and expand their ability to express their mathematical reasoning. This session will describe three approaches to DDRTs that differ in grade level, mathematical domain and design framework. but share the perspective that technology should empower students through an expansion of representational possibilities.
National Council of Teachers of Mathematics (NCTM)
April 13-16, 2016 | San Fransisco CA
First split into tens and ones: DMI for K-8 teachers
Presenters: Deborah Schifter, Virginia Bastable, and Susan Jo Russell (TERC)
April 15, 2016, 9:45 to 11:00 AM; Moscone South Building, Room 310
Abstract: Updated Developing Mathematical Ideas (DMI) professional learning materials are now published by NCTM. Learn about the first module, Building a System of Tens, by analyzing video of students’ strategies for calculating with multidigit numbers and discussing how students’ approaches relate to standards of mathematical practice.