Drexel dragonThe Math ForumDonate to the Math Forum



Search All of the Math Forum:

Views expressed in these public forums are not endorsed by Drexel University or The Math Forum.


Math Forum » Discussions » Curricula » Investigations for 4 and 5

Topic: Other Issues for Grades 4 and 5
Replies: 131   Last Post: Oct 25, 2006 7:55 PM

Advanced Search

Back to Topic List Back to Topic List Jump to Tree View Jump to Tree View   Messages: [ Previous | Next ]
Cynthia Garland-Dore

Posts: 68
Registered: 12/3/04
Re: How it works?
Posted: May 5, 2001 1:19 PM
  Click to see the message monospaced in plain text Plain Text   Click to reply to this topic Reply

Knowing how to drive a car and fixing a car are very different. Using
a computer and fixing something wrong on the computer are very
different skills. What do you need to know to drive a car or use a
computer? What decisions do you need to make very day?

In mathematics, students have learned to compute by specific sets of
rules for years. The part that's been difficult for some of these
children has been when they have to make decisions on what procedures
to use and when to apply them in any other settings other than
isolated computation. They often made errors using the procedures
which led them to incorrect answers and they didn't even realize it
because they lacked number sense.

Children do need to know how the basic operations work to really have
the knowledge to use them meaningfully. They need to develop a
variety of operational procedures to solve a problem. It's important
to realize the relationships between operations. They need to be sense
makers to make decisions about how to solve the problems. That requires more than knowledge of procedures.

I've only addressed number operations so far. I guess because it seems
to be the topic most associated with mathematics. However, I
think the same for all areas of mathematics and learning. Students
need a variety of spatial experiences to understand geometry ideas.
They need experiences with data to understand how it's collected and
interpreted. Many of the ideas explored in these experiences then link
to other mathematical experiences. It's not that all children are
being trained to be formal mathematicians. We all need these skills
in real life. We use logical reasoning skills developed through
mathematics every day when we try to solve problems. To know means to
think and reason.

I think we use sense making when we use our cars and computers too.
We make connections and learn more with our many varied experiences. Our knowledge base grows through these experiences so we
are not just following a set of procedures. We are generalizing and
applying knowledge we have acquired through a variety of experiences.
Computers and cars work no better than the operator using them. If the
operator can think and reason, then they have many more options in the
ways they can drive a car (drive in different settings like the city,
or when it snows; drive cars with automatic or standard transmissions;
become a bus driver or truck driver) or use a variety a computer can
provide (use a word processor; send email; search the internet; build
a database; developing web sites; set up a mailing list). Learning
never stops, even when it comes to cars and computers. I think what
makes learning engaging and some times even fun is learning how things
work.

I think the following articles address your questions about
mathematical learning:

Developing Computational Fluency with Whole Numbers in the Elementary
Grades
Susan Jo Russell
http://www.terc.edu/investigations/relevant/html/CompFluency.html

The Mathematical Miseducation Of America's Youth By Michael T.
Battista
http://www.pdkintl.org/kappan/kbat9902.htm

Modes Of Teaching And Ways Of Thinking
Anne Goodrow
http://www.terc.edu/investigations/impact/html/eval-2.goodrow.html






Date Subject Author
11/24/98
Read Other Issues for Grades 4 and 5
wendy
4/21/99
Read Organization
Janice Odom
4/25/99
Read Re: Organization
Mary Beth LaHaye
4/26/99
Read Re: Re: Organization
Wendy Gulley
5/9/99
Read Re: Organization
Nancy B.
5/11/99
Read Re: Re: Organization
Cindy Stogsdill
5/18/99
Read Re: Organization
Sherry Rosenberg
5/11/99
Read Great Reading
Cindy Stogsdill
5/24/99
Read Re: Great Reading
Rachelle Tome
5/19/99
Read Help! Teachers feel pressure to drill
Sherry Rosenberg
6/3/00
Read Re: standardized tests are to blame
E.A. Miller
1/16/04
Read Re: Re: standardized tests are to blame
Laura
1/27/04
Read Re: Re: Re: standardized tests are to blame
Mary
6/7/99
Read Which books for which year?
Carnie Burns
6/8/99
Read Re: Which books for which year?
Sam Morris
5/24/04
Read Re: Which books for which year?
Linda Wicker
6/9/99
Read Books across grade levels
Cindy Stogsdill
6/9/99
Read Re: Books across grade levels
Sam Morris
7/14/00
Read Re: Re: Books across grade levels
Megan Murray
11/27/02
Read Re: Re: Re: Books across grade levels
Laurie Sholinsky
7/8/03
Read Re: Re: Re: Re: Books across grade levels
Peter Avirom
9/9/99
Read challenging the top students
Becky Peterson
9/12/99
Read Re: challenging the top students
Sam Morris
10/31/99
Read Re: challenging the top students
Nancy B.
10/13/99
Read convincing reluctant teachers
connie
10/17/99
Read Re: convincing reluctant teachers
Sam Morris
10/14/99
Read New MA Frameworks?
Maggie Charron
10/19/99
Read Re: New MA Frameworks?
Sam Morris
10/28/99
Read MA Framework needs input
Wendy Gulley
11/2/99
Read Ed. Dept.'s List of Recommended Math Programs
Gary Woodford
11/3/99
Read not submitted for Ed. Dept's review
Wendy Gulley
11/3/99
Read TERC's official statement
Wendy Gulley
9/16/00
Read Re: TERC's official statement
E.A. Miller
9/18/00
Read Re: Re: TERC's official statement
Megan Murray
3/13/00
Read Prerequisites
Joan Schaffer
3/13/00
Read Re: Prerequisites
Sam Morris
7/14/00
Read Re: Re: Prerequisites
Megan Murray
6/7/00
Read NYC CTB results
jansa
7/11/00
Read "Ask the Author" example
Mike Swaine
7/14/00
Read Re: “Ask the Author”
Wendy Gulley
11/29/00
Read Re: Re: “Ask the Author”
debbie
12/5/00
Read Re: Re: Re: “Ask the Author”
Sam Morris
11/2/00
Read Literature tie-in with 5th grade Investigations
Jacki Riffey
11/9/00
Read 5th grade lit tie-in
Linda Dodge
11/11/00
Read Literature
Jacki Riffey
11/9/00
Read Re: 5th grade lit tie-in
Nancy Carnevale
11/12/00
Read Re: Literature tie-in with 5th grade Investigations
Sam Morris
11/17/00
Read How do you handle a child whose parents has pushed the child ahead?
Susan Weiss
11/19/00
Read Re: How do you handle a child whose parents has pushed the child ahead?
Sam Morris
11/21/00
Read Re: How do you handle a child whose parents has pushed the child ahead?
Wendy Gulley
11/21/00
Read Re: How do you handle a child whose parents has pushed the child ahead?
Wayne
11/21/00
Read Re: Re: How do you handle a child whose parents has pushed the child ahead?
Susan Weiss
11/21/00
Read Re: Re: How do you handle a child whose parents has pushed the child ahead?
Susan Weiss
11/27/00
Read Re: How do you handle a child whose parents has pushed the child ahead?
Jacki Riffey
3/23/01
Read arithmetic average
Tad Watanabe
4/6/01
Read Fraction equivalencies in Different Shapes, Equal Pieces
Kathy Horal
4/6/01
Read Re: Fraction equivalencies in Different Shapes, Equal Pieces
Cynthia Garland-Dore
4/9/01
Read Re: Re: Fraction equivalencies in Different Shapes, Equal Pieces
Brenda
10/25/06
Read Re: Fraction equivalencies in Different Shapes, Equal Pieces
Teresa Holyoke
5/5/01
Read How it works?
Sara Smith
5/5/01
Read Re: How it works?
Cynthia Garland-Dore
5/5/01
Read Re: How it works?
Wayne
5/12/01
Read Re: Re: How it works?
Sara Smith
10/23/01
Read multi-age classrooms
jfoley
3/19/02
Read Oof!
Jules
3/19/02
Read Re: Oof!
Jacki Riffey
3/20/02
Read Re: Oof!
Bob Meyer
4/8/02
Read autistic childen
Mary
4/23/02
Read Time!!
Debra
4/24/02
Read Re: Time!!
Cynthia Garland-Dore
4/25/02
Read Re: Re: Time!!
Wayne
4/27/02
Read Re: Re: Re: Time!!
Debra
4/27/02
Read Re: Re: Time!!
Debra
5/4/02
Read N.Y. Fourth Grade Test and Investigations curriculum
cathie
6/2/03
Read RE: N.Y. Fourth Grade Test and Investigations curriculum
Chris Natale
7/5/02
Read Transition from middle grades to elementary
Yolanda Farmer
7/6/02
Read Re: Transition from middle grades to elementary
Wendy Gulley
8/12/02
Read Mathematical Literacy
Yolanda Farmer
8/23/02
Read Investigations: An Extremely Weak Math Program
Mark
8/25/02
Read Investigations: An Extremely Weak Math Program
Cynthia Garland-Dore
8/26/02
Read Re: Investigations: An Extremely Weak Math Program
Bob
8/27/02
Read Re: An Extremely Weak Math Program
Michela
8/27/02
Read Re: An Extremely Weak Math Program
Susan Weiss
8/27/02
Read where is the real weakness?
jfoley
8/29/02
Read Re: where is the real weakness?
Mark
9/30/02
Read Re: Re: where is the real weakness?
Nancy
9/11/02
Read Need help -time factor
Debra
9/29/02
Read Portland Problem Solving Scores Fall
Mark
9/30/02
Read Re: Portland Problem Solving Scores Fall
Lola
9/30/02
Read Re: Re: Portland Problem Solving Scores Fall
Mark
9/30/02
Read Re: Re: Re: Portland Problem Solving Scores Fall
Roberta
9/30/02
Read Re: Re: Portland Problem Solving Scores Fall
Nancy Low
9/30/02
Read Re: Portland Problem Solving Scores Fall
david
11/8/02
Read Re: Re: Portland Problem Solving Scores Fall
Mark
11/8/02
Read Re: Re: Re: Portland Problem Solving Scores Fall
Debra
11/9/02
Read Re: Re: Re: Re: Portland Problem Solving Scores Fall
Mark
11/4/02
Read Pacing
Kathy Horal
11/20/02
Read Re: Pacing
Nancy Low
7/8/03
Read Re: Re: Pacing
Peter Avirom
12/6/02
Read The Shape of the Data - Frustrated with "typical"
Alice MacDonald
1/27/03
Read Re: The Shape of the Data - Frustrated with
Nancy Buell
1/27/03
Read Re: Re: The Shape of the Data - Frustrated with
Cynthia Garland-Dore
1/25/03
Read Sunken Ships and Grid Patterns
Susan Taber
5/22/03
Read Why no probability unit in grades 3 & 4?
Chris Natale
5/22/03
Read Re: Why no probability unit in grades 3 & 4?
Alice MacDonald
5/23/03
Read Re: Re: Why no probability unit in grades 3 & 4?
Mary Ellen Krueger
5/23/03
Read Probability
Bob Nagle
5/28/03
Read Probability
Karen Brannon
5/28/03
Read Re: Probability
Cynthia Garland-Dore
6/23/03
Read Literature Circles
Sandy
6/23/03
Read Teacher guide organization-Help
betty bonney
7/8/03
Read Re: Teacher guide organization-Help
Peter Avirom
6/23/03
Read Homework
Erin McKinney
6/30/03
Read Re: Homework
Meggan Henerlau
10/1/03
Read Back in business
Paul
10/22/03
Read DO YOUR FAMILY NEED THIS?
KEEANNA
10/25/03
Read http://www.rennsportdynamics.com/
adwq
10/25/03
Read http://www.rennsportdynamics.com/
adwq
2/14/04
Read With a tremendous desire to share
Angela
2/14/04
Read With a tremendous desire to share
Angela
2/14/04
Read With a tremendous desire to share
Angela
4/24/04
Read New To Fourth grade
Diane Iannaccone
4/26/04
Read New to Fourth Grade
Wayne
4/26/04
Read split grades of 4th/5th
Patty
5/18/04
Read answers
Lynn
7/30/04
Read re: answers
Bree Metzger
5/20/04
Read Answers
Wayne
7/10/04
Read Re: Answers
Patty
6/22/04
Read absent Investigations students
Linda Boland
6/25/04
Read Re: absent Investigations students
Patty
7/9/04
Read Aligning Assessment with Emphasis Areas
Susan
7/26/04
Read when students are absent
Pam S

Point your RSS reader here for a feed of the latest messages in this topic.

[Privacy Policy] [Terms of Use]

© Drexel University 1994-2014. All Rights Reserved.
The Math Forum is a research and educational enterprise of the Drexel University School of Education.