Math Statement 1
Math Statement 1
Math Statement 1
Math Statement
My experience with teaching math has shown me how much further I have to
go before I can consider myself a proficient math educator. This artifact is a case
study of a third grade student who was struggling with multiplication and division.
the Alaska Mathematics Standards (2012) and the opportunity to teach the use of
manipulatives and other various tools for problem solving are among the standards
for second grade. The constructivist approach says that when we give students the
tools they need and guide them in exploring the underlying concepts, they will
understand and enjoy math. This was the approach used in the classroom I
regarded, which is why the student I observed for my case study was confusing for
me. She was taught by a well-organized, highly skilled teacher, yet did not seem to
understand the concepts. The constructivist approach is highly effective for most
students but low performing students that require special attention in the area of
math benefit from clearly structured, direct instruction that moves from concrete to
representational to the abstract, known as the CRA sequence (Kroesbergen & Van
Luit, 2002). It’s important that we teach the concept of multiplication and division
because this knowledge will be built on as students learn fractions, ratios, and
DENNISON MASTERS PORTFOLIO 2
proportions. It is natural for students to slowly wean themselves from using models
fifth grade as most students use symbols in place of visual models (Milton, Flores,
Moore, Taylor, & Burton, 2019). The biggest red flag came when students were
asked to divide two by two. Almost all students knew that anytime you divide a
number by itself, the answer is one. The student I was working with used a strategy
she had memorized to use manipulatives to find the answer. When questioned
about the rationale behind her strategy, she could not answer. She had memorized
the district and lay a foundation for how to approach teaching students with
mathematic deficits. Fuch, Fuch, and Malone (2018) found that by applying the
each student’s need, increased the effectiveness of the Tier 2 intervention programs.
personalized. Often educators will have students use manipulatives during problem
solving. This can be helpful if a student is on the cusp of knowing how to find the
solution and the manipulatives help them investigate their thinking. Unfortunately,
these tools are often more confusing than they are helpful. For a student that is
struggling with the concept they are working on, teaching them how to use these
tools to solve a problem could just become another system that needs to be
believe this was the case with the student I observed. Educators would benefit from
being more thoughtful in how these valuable tools are presented to students and
assessing student concept knowledge using them (Puchner, Taylor, O’Donnell, &
Fick, 2008). Even though my host teacher had an excellent way of presenting new
tools, the additional information was too much for this student. Zhang, Xin, Ping,
Harris, and Ding (2014) also assert that educators can help guide students that
struggle in math with strategies that match their strengths. Given the research I
have found since observing my case study, it would have been more beneficial to
focus on the one or two strategies this student was most comfortable with, so she
could feel confident with her approach and spend less of her focus on memorizing
steps and more focus on the actual math problems she was working through. When
clarity that is less overwhelming than multiple options. In the same vein, group
discussions of strategies are often not helpful for students with mathematic deficits
because they cannot internalize the method discussed. Tasks must be carefully
The opportunity to do a case study for a struggling student was eye opening
for me. Math is something I have never struggled with and I thought I would breeze
through teaching it because I enjoy it. It turns out, I think math is one of the harder
classes for me to teach because I don’t easily identify with why a person would
struggle with concepts that are simple to me. It was a good for me to focus on a
student and find ways to assess her abilities and consider strategies to help her
References
https://education.alaska.gov/akstandards/math/gradelevel/math_standard
s_grade_3.pdf
https://education.alaska.gov/akstandards/math/gradelevel/math_standard
s_grade_2.pdf
Fuchs, L. S., Fuchs, D., & Malone, A. S. (2018). The taxonomy of intervention
https://doi.org/10.1177/0040059918758166
http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=50778355
1&login.asp&site=ehost-live
Milton, J. H., Flores, M. M., Moore, A. J., Taylor, J. J., & Burton, M. E. (2019). Using the
Puchner, L., Taylor, A., O’Donnell, B., & Fick, K. (2008). Teacher learning and
8594.2008.tb17844.x
Zhang, D., Xin, Ping, Y., Harris, K., & Ding, Y. (2014). Improving multiplication