Betty Moaks

Mathematics Teaching Notebook

Table of Contents

Educators Mindset 3-4

Deborah Ball Article. 3
The Process > The Answer... 4
Understanding of Specific Mathematical Topics 5-11
Place Value5
The Equals Sign 6
Multiplication Models...7
Long Division....8
Fraction Models and Interpretation...9
Fraction Division.10
Fraction Strips..11
Teaching Time.12
Teaching Strategies. 13-16
Sequencing Group Discussions...13
Higher-Level Demand Tasks.. 14
Interview Assessments 15
Assessment Ideas 16

Mathematics Teaching Notebook

Deborah Ball article

I admire the attitude Deborah Ball practices in the classroom to discover the best means
of learning for her students. She recognizes the complexity of teaching 20+ young minds and
treats the classroom like a laboratory for learning. Her diagnostic approach is a meticulous model
of responsive teaching carefully researching and creating lessons, then adjusting and reworking
plans according to students reactions. Deborah Ball exemplifies the mind and heart of
mathematics education a scientific approach with genuine concern and self-reflection.

Somehow what I do with children should

be honest, both to who they are and to what I
am responsible to help them learn.
Intellectual honesty implies twin
imperatives of responsiveness and
responsibility. - Deborah Balls With an Eye on the Mathematical
Horizon: Dilemmas of Teaching Elementary School Mathematics

Mathematics Teaching Notebook

The Process > The Answer

Contrary to my own math class experiences in elementary and middle school, the way
one reaches the answer is just as or often more important than the answer. Through the lizards
and beetles worksheet and our time in Mrs. Tolars class, I have witnessed math tasks where
methods and processes are in the spotlight. Students who finish early must be ready to explain
their methods, and correct answers on a worksheet mean nothing without showing logical work.
Emphasizing processes over right answers shows students that thinking critically and creatively
is most valued.

Examining students
work for the lizards and
beetles problem reveals
many things thought
processes, strategies used
and lack of
understanding.

Mathematics Teaching Notebook

Place Value
Before this class, I did not understand the importance of ensuring students understanding
of place value, much less did I know how to go about teaching it. Place value understanding is an
integral concept of mathematics and it is learned within the context of standard operations. By
cracking open standard algorithms into expanded forms, I can teach place value understanding
first and then the shortcuts (standard algorithms) second. Base 10 blocks provide a tangible
system of place value which children can hold and manipulate. It gives students the opportunity
to practice constructing and breaking up 1000s, 100s, 10s and 1s.

Class discussions illuminated how place value is used within

the standard algorithms of addition, subtraction,
multiplication and division. This more thorough
understanding can help me to foster place value knowledge
among students.

Mathematics Teaching Notebook

The Equals Sign

Understanding of the equals sign can be categorized in two ways: the operational view
that indicates there is a total or answer and the rational view that means what is on either side
has the same value. Prior to this class, it seemed that the operational view is the simpler version
taught to younger children before being expanded into the rational view as one begins algebraic
thinking. Yet it now seems that the operational view is totally unnecessary simply a perspective
created by educators and sustained through uncreative worksheets and tests. A rational view of
the equals sign can be taught to children at a young age and will serve them better in the future.

Fourth grader Nolas response to the question 5 + 8 = _ + 12,

indicating an operational view of the equals sign.

The board displays Mrs. Tolars fourth grade students responses

to being asked what the equals sign means. Comments were
categorized according to equals sign understanding.

Mathematics Teaching Notebook

Multiplication Models
There are distinct models of multiplication which should be taught in strategic order to
aid students as they develop understanding of the operation and how it can be represented: equal
groups, array, area and number line. Introducing multiplication in this order lets them build upon
their current knowledge their first view of multiplication is repeated addition. These models
also demonstrate important properties of multiplication the area model shows the commutative,
distributive and zero properties. Just as many topics are naturally sequenced from concrete to
conceptual, multiplication models help students tangibly grasp the operation before moving onto
more abstract forms using just number and letters.

I was privileged to watch Nolas multiplication understanding develop. While

searching for factors of 25, she counted out the manipulatives into equal
groups and then commented Itd be easier if we did an array. This
observation signifies the beginning of a shift in thinking from repeated
addition to multiplication.

Mathematics Teaching Notebook

Long Division
Having now experienced childrens frustration when learning the long division algorithm,
I am ecstatic and grateful to know that there is an alternative method the everyday mathematics
algorithm. Rather than teaching a long list of strict rules to follow D, M, S, C, BD I can
introduce a more intuitive method which utilizes what children already feel confident about
addition and multiplication. For a new undertaking like dividing huge numbers, it seems much
more ideal to choose a straightforward process without a daunting list of steps.

Class notes about the everyday mathematics algorithm.

Mathematics Teaching Notebook

Fraction Models and Interpretations

Models and interpretations of fractions describe and label a concept which can seem
difficult to broach with young students. The three models of fractions area/region, set and
length should all be taught to students and should be taught in that order. Fractions are used
and represented countless ways in the real world, and it is important that we introduce students to
these various depictions part-whole relationship, quotient, measure, ratio and operator
interpretations. Having already experienced the dumbfounded feeling of trying to explain
fractions to students, I now know that this knowledge of models and interpretations is a necessity
to help children fully understand fractions.

Everyday objects can be described in terms of fractions and can

serve as models to help make the topic more relatable to students.

Mathematics Teaching Notebook

Fraction Division
Being placed in childrens shoes and solving fraction division by drawing pictures was
disorienting at first, but later showed me how to smoothly scaffold students into learning fraction
division. I love the process of working through multiple problems (whole divided by fraction),
finding patterns in the answers and deducing the algorithm from this work. Instead of teaching
children rules we can teach them processes, the how and not just the what, which is vastly
more valuable.

Worksheets reveal that language, scaffolding and patterns all play crucial roles for the
effective teaching of fraction division understanding.

Mathematics Teaching Notebook

10

Fractions Strips
Fraction strips are an effective (and inexpensive) way for each student to have their
personal model of fractions. The act of folding and labeling the strips helps students to
understand the nature of fractions each section is one part of a whole. Strips are an ideal way to
introduce equivalent fractions and least common denominators students explore the concept as
they arrange strips and seek to find the places where the folds line up and the spaces are the same
size.

Creating fraction strips aids fraction understanding and gives students a useful resource.

Mathematics Teaching Notebook

11

Teaching Time
Telling time is an essential skill, yet the measurements of time are not intuitive and must
be carefully taught. Even if they seem like antiques in todays digital age, analog clocks provide
an ideal model for teaching about time. I love the practical suggestion of using an analog clock
with just an hour hand to introduce children to telling and approximating time. The empty
number line approach lets children use a familiar device in the way which suits them best they
may count hours first, minutes first, or a mixture between the two.

The empty number line

and the analog clock with
only an hour hand are two
helpful tools for teaching
about time.

Mathematics Teaching Notebook

12

Sequencing Group Discussions

Observing different strategies used by students on a task then strategically sequencing
their introduction into group discussions is an essential instructional strategy for math. This gives
the opportunity for all students to participate (they do not have to have the right answer or
preferred method to contribute) and helps the teacher scaffold students into learning desired
strategies. Being introduced to this first through the leaves and caterpillars vignette and then
witnessing it many times in Mrs. Tolars class has proven the effectiveness of this instructional
strategy.

After examining students work, it may be sequenced and

introduced into a group discussion in a way which scaffolds
students learning.

Mathematics Teaching Notebook

13

Higher-Level Demand Tasks

Elementary and middle school mathematics is often taught primarily as computation. It is
no wonder that many students struggle when they hit algebra and suddenly have to learn
reasoning in mathematics for the first time. Both aspects of math are important, so it is only
natural that both should be taught to students at all ages. Higher-level demand tasks require
students to reason and compute to think deeper about the problem and engage with the material
to discover how to reach the solution. Experiencing this firsthand with the fencing and carpeting
tasks opened my eyes to the vast difference of thinking required for low and high level tasks.

Two tasks, both are about area and perimeter. The first simply
requires computation, the second requires higher-demand
thinking and problem solving strategies.

Mathematics Teaching Notebook

14

Interview Assessments
Interview assessments represent the ideals of kid-watching and responsive teaching.
Forming a task with a specific goal in mind (like geometric or place value understanding), the
teacher observes a students process of solving the task on his/her own without external input.
The teacher uses questions to probe understanding and receive valuable information about a
students strengths and weakness and can plan future instruction accordingly.

The Van Hiele geometry test (left) and a place value/subtraction strategies assessment I
created are both used during interview assessments to reveal valuable information about the
student interviewed.

Mathematics Teaching Notebook

15

Assessment Ideas
I appreciate the many ideas given throughout the semester to inspire me to create
thought-provoking, higher-level demand assessments. One overlying principle is to ensure that
my assessments mirror what I value as a teacher and what my students experience in class. I
especially love the idea of assessments which require students to reflect on their own learning.
Small tips like making sure there are many words on the page (not just numbers and symbols)
and mixing up placement of the equals sign and large suggestions like math journals,
portfolios and self-assessments give me insight into how to make assessments that will help my
students become confident mathematicians.

Mathematics Teaching Notebook

16