Variations in Both-Addends-Unknown Problems

Autor/inn/en	Champagne, Zachary M.; Schoen, Robert; Riddell, Claire M.
Titel	Variations in Both-Addends-Unknown Problems
Quelle	In: Teaching Children Mathematics, 21 (2014) 2, S.114-121 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Elementary School Students; Word Problems (Mathematics); Problem Solving; Teaching Methods; Mathematics Instruction; Numbers; Primary Education; Kindergarten; Grade 1; Grade 2; Academic Standards; Mathematical Models; State Standards; Learning Processes; Cognitive Processes + Suchen Sie Ihr Suchwort? Textaufgabe; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Zahlenraum; Primarbereich; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Mathematical model; Mathematisches Modell; Learning process; Lernprozess; Cognitive process; Kognitiver Prozess
Abstract	Early elementary school students are expected to solve twelve distinct types of word problems. A math researcher and two teachers pose a structure for thinking about one problem type that has not been studied as closely as the other eleven. In this article, the authors share some of their discoveries with regard to the variety of both-addends-unknown problems and offer suggestions for classroom practice when creating and implementing these types of problems. The authors intended that the analytical structure posed in this article will initiate discussions about important considerations with regard to using both-addends-unknown problems in instruction and assessment. They offer a recommendation that teachers, curriculum developers, and assessment-item writers carefully consider the thoughts and experiences shared in this article when selecting or writing both-addend-unknown problems to pose to students. Finally, the authors encourage careful consideration of number choice, the type of problem (attribute, placement, or model dependent), the inclusion of zero, and how manipulatives will be used in administering the problem. Such careful implementation will offer crucial insight into how students interact with the mathematical ideas inherent in these problems. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10