Making Sense of Mathematics for Teaching Girls in Grades K - 5 by Adams Thomasenia Lott;Wenzel Taylar B.;Childs Kristopher J.;Neff Samantha R.;

Author:Adams, Thomasenia Lott;Wenzel, Taylar B.;Childs, Kristopher J.;Neff, Samantha R.;
Language: eng
Format: epub
Publisher: Solution Tree
Published: 2019-08-15T00:00:00+00:00

Interpreting the Remainder in Word Problems:

www.SolutionTree.com/Interpreting_the_Remainder_in_Word_Problems

Now that you had the opportunity to observe a fourth-grade lesson where students have an opportunity to write their own word problems, consider how the teacher carefully uses the role of context in task selection and lesson facilitation. We now provide additional insight via our reactions to the guiding questions.

What Actions Does the Teacher Take to Engage the Girls in Learning Mathematics?

In this lesson, the teacher plans a task in which students create their own word problems to interpret the remainder. As the teacher introduces the task, it becomes evident that many students struggle to write a word problem in which the context matches the mathematics in the problem. It seems evident that the teacher anticipates that students may struggle to make sense of the task initially as she offers follow-up questions to help the students make sense of the task and consider what types of contexts might fit the task as it is presented. Her responses include the following.

■ “You can’t find a number that you multiply by 4 to get 26? So, what does that mean?”

■ “But I challenged you to come up with a word problem where the answer would be seven … that’s pretty tough. Talk about that at your tables.”

■ “So, what’s your question going to be?”

■ “But, what was our goal for this task?”

Students are creating word problems to understand the mathematics. By allowing students to create their own contexts for the mathematics presented, students can select a context that is relevant to them while also making sense of the mathematics.

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