Second Graders’ Understanding of Constant Diference and 二年级学生理解定差.pptVIP

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Second Graders’ Understanding of Constant Diference and 二年级学生理解定差.ppt

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Second Graders’ Understanding of Constant Diference and 二年级学生理解定差

Second Graders’ Understanding of Constant Differenceand the Empty Number Line Gwenanne Salkind EDCI 726 858 May 10, 2008 Introduction The NCTM Standards (2000) state that prekindergarten through grade 2 students should “develop and use strategies for whole number computations, with a focus on addition and subtraction” (p. 78) Second graders typically have difficulty understanding and solving two-digit subtraction problems that require regrouping. Review of Literature Children can solve two-digit subtraction problems strategically (Carpenter, et al., 1999; Carroll Porter, 2002). Representations can be powerful tools for learning (NCTM, 2000; Goldin, 2003). The empty number line is a visual representation that has been used to develop conceptual understanding of subtraction strategies (Bobis, 2007; Klein, Beishuizen, Treffers, 1998) Constant difference is a “powerful strategy for subtraction because messy, unfriendly problems can easily be made friendly” (Fosnot Dolk, 2001, p. 148). The Empty Number Line 24 + 27 = ? 53 – 27 = ? Constant Difference Adding or subtracting the same number to both the subtrahend and the minuend in a subtraction problem does not change the answer. Research Questions Do second grade students who were taught using empty number lines: Use a constant difference strategy to solve subtraction problems more frequently? Have better mental computation skills? (speed, accuracy) Have greater procedural competence?(accuracy) Participants – Second graders Treatment Group 8 boys, 6 girls 36% Asian, 21% black, 14% white, 14% Hispanic, 14% multi-racial Control Group 7 boys, 8 girls 40% Asian, 33% Hispanic, 13% multi-racial, 7% black, 7% white Similarities Differences in Instruction Both groups Two-week unit (6 lessons) Two-digit subtraction Constant difference Number lines Strings, T/F, Story Problems Treatment group only Empty number lines Example of number line used during instruction (both groups) Examples of empty number lines used during