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Sue Lampkin and Slater School
Reflecting about Teaching and Learning
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Case Development:
The Carnegie Foundation for the Advancement of Teaching
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My colleague Alice McNally and I commiserate that our first graders so often misinterpret story problems that we present in class. "What were they thinking?!" we ask each other. I present these clips to demonstrate that even experienced, well-meaning teachers like Alice and myself run into real glitches from time to time. The clips below demonstrate the challenge of creating the appropriate numerical or non-algorithmic approach that serves to solve a problem while the students remain clear on what it is they are attempting to find out. In order for that to happen, I realized that I needed to be much more knowledgeable about the various ways that problems are constructed and presented to children.
Familiarity with a strategy trumps the actual language of the word problem?
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My students are working with the problem:
"Jane found six snails. Madeline found three more snails than Jane. How many did they find in all?"
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Notice that my students offered "6+3=9" as the solution, focusing on the numbers presented in the problem and not thinking deeply about what exactly was being asked of them. |
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A manipulative model distracts instead of assists the students?
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Alice's students are working with a chart and placing manipulatives in an ordered manner to solve:
"Jackie had four cubes. Andrea had two more cubes than Jackie. How many cubes did Andrea have?" |
Notice that the visual clue of the manipulatives overrode the actual question presented in the problem. |
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