When reading the first three chapters of Cognitively Guided Instruction it was refreshing to review the different ways to construct addition problems (as well as subtraction). I found it particularly helpful to have the chart (page 12) that explains the different types of problems (Join, Separate, Part-Part-Whole, and Compare). I was also helpful to include the result unknown, change unknown, and the start unknown sections. These ideas are new to me. I think that understanding how to construct math problems using a variety of these methods is beneficial to students because it allows them to use critical thinking skills even if they are solving the same problem. In my field placement, my students struggle with word problems so I think it is important to introduce all of the problem types and to give them practice in completing such problems.
Another thing I noticed that in my students' math workbooks, the students always skip the story problems. I think they really struggle with the language which may be detrimental to their learning. I found the Chapin and Snock article to have many interesting points about how the language of word problems can negatively influence student understanding. Having these two readings in mind, I hope to make sure my future students are well versed in the language of math as well as well practiced in the many problem types.
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Anne,
ReplyDeleteI agree with you and I found the chart on page 12 to be extremely helpful with learning the different strategies. For me though it is going to take some practice and patience learning how these different strategies work. Unlike your experience in the field I have not yet seen my students have a math lesson. I have never seen a student try to solve a math problem. I have seen them solve problems like 7+5=12, but thats it. I hope that I can see them do math problems soon so that I can observe the different strategies that the students use. Great post Anne