September

Focus Questions- Chapter 1: Cases 1-7 WELCOME TO "MAKING MEANING OF OPERATIONS!" I am very excited to beome a virtual collaborative community with you! I truly hope you enjoy learnng more deeply about mathematics content and student thinking in mathematics as we journey together in challenging our own thinking and teaching! Have fun!

You may reflect on these questions one at a time on separarate days or all at once! Flexibility is yours! But you only have 2 weeks! We have to consider that this is our discussion -so realistically, we will need one to 1 1/2 weeks for reading and answering and 1/2 a week for others to read your responses and respond to at least one. (You know- it takes two or more to make a discussion! LOL) So let's go!


 * 1) 1.) In Denise's case 4, Susan works on a problem and gets an answer of 6 one day and 7 the next (line 265). What is the logic behind each answer? What is the mathematical issue involved in this problem?


 * 1) 2) In case 1, Dan asks," When do children move from merely counting to actually addition? What does Dan really mean by this? Do you see children who understand addition in these cases? Explain your example. Do you see children who "merely" count on these cases? Explain your example.


 * 1) 3) In Bella's case 6, we see children who use counting strategies to answer questions we might call multiplication. As you read Bella's case, do you find children who are using multiplication and not just counting? What makes it seem like multpilication? For those who don't get the right answer, what is it they are struggling with? Explain.


 * 1) 4) In case 7, Christina recounts several stories of kindergarten children working to share 12 blocks among three children. What are some connections between the children's counting strategies and the operation of division?