1.2 Background to the problem
Learners are exposed to different kinds of methods when dividing numbers for example using the invented method, but however long division is regarded as the standard algorithm or traditional algorithm when dividing numbers in mathematics (Beckmann. 2011). When I was teaching this particular topic of long division in mathematics and what I had observed in school environment learners mostly complain, moreover claim not to understand how the long division standard algorithm works when they are busy with dividing numbers and asked to divide more than two digit numbers. This topic takes up much of the time for learners to master the concept of division using the standard algorithm. I spent more time teaching long
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What approaches do teachers use to teach long division method? What are the reactions of the learners? What prevents learners understanding the concept of long division? Which approaches can be used to teach long division to make learners understand? How can the learners follow the correct steps to use long division? What difficulties learners experience with long division?
1.4 Significance of the study
The main aim of the study is to make teachers aware why learners find it difficult to learn long division and how to teach long division. It will also assist teachers to use different approaches to teach the standard algorithm that will promote understanding among learners. Teachers will be guided to discover learners’ weakness when using the long division standard algorithm when solving division problems.
1.5 Limitations
Initially there is not much report on why it is difficult for learners to learn how to use long division standard algorithm to divide numbers, and how teachers can teach long division to make learners
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It has been found however that several students struggle to use the algorithm correctly, and those who do, many perform the correct steps without relating the taught procedure to the concept of division or their daily experiences of sharing and grouping” (P.1827). In the Namibian concepts this particular method is also used in schools when learners are being taught division in mathematics, most specifically when dividing a four digit number by a two digit number it will be conveniently use long division method to get the correct answer to find either the quotient or the
Children in this group were provided with base-10 and unit blocks. Each base 10 block is 1 cm × 1 cm × 10 cm in size. Each unit block is 1 cm × 1 cm × 1 cm in size. The research assistant gave explicit demonstrations of how to use both base-10 block and unit blocks to construct two-digit number. First, the research assistant placed out ten unit-blocks in a line and then put a base-10 block along to the ten unit-blocks.
From the idea that they know that $x^2 - x$ is equal to $x(x-1)$, I was able to help to construct that knowledge. I also realize that complicated problems are always stressing the child, for this reason, we must first help them to solve the easy problem, once they are familiar with them then we can include the complicated ones. Cooperative learning promotes a positive relationship and communication
Today, I want to teach you another way or a shortcut (algorithm) to solve three-digit number subtraction problems. Guiding Question Description for Students of Expected
During the last 50 hours, Ashley has been working on learning the division facts and has learned to multiply 2 and 3 digit numbers by 1 digit with all combinations of regrouping. In both these areas she has built fluency. She moves through problems quickly with very few errors. The third grade standard is to be able to multiply and divide within 100. Ashley is currently multiplying within 1000.
Ofsted’s 2012 report ‘Made to Measure’ states that even though manipulatives are being utilized in schools, they aren’t being used as effectively as they should be in order to support the teaching and learning of mathematical concepts. Black, J (2013) suggests this is because manipulatives are being applied to certain concepts of mathematics which teachers believe best aid in the understanding of a concept. Therefore, students may not be able to make sense of the manipulatives according to their own understanding of the relation between the manipulative and concept. Whilst both Black, J (2013) and Drews, D (2007) support the contention that student’s need to understand the connections between the practical apparatus and the concept, Drews,
Reinhart explained that through a normal teaching method, the teacher presents information to the class through explanations and some demonstrations. Through this process, the teacher must first
Second, I would introduce a problem that the student might find interesting and excite their interest for the challenge of solving a long division problem. Third, I would model how to work through some long division problems with the use of material scaffolding in the form of the mnemonic device and guided examples mentioned in answer 4-B. Fourth, I would use the mnemonic device as a handout, and poster on a wall, to let practice my student practice long division problems with the mnemonic device as a reminder tool. The mnemonic device could be “Dad, Mom, Sister, and Brother,” which would stand for “Divide, Multiply, Subtract, and Bring Down.” I would also model and practice the guided examples with the student on a handout. Fifth, I would begin task scaffolding by walking through each step in solving long division using the mnemonic device provided above along with the guided examples.
Overall, the fundamental approaches shown in the video can provide educators with valuable data which can guide instructional procedures in the classroom. One approach shown in the video is station teaching. In this strategy students are divided into small groups and placed into stations. By using groups teachers can focus on different aspects of the curriculum, which builds upon previously learned material. In addition, station teaching breaks the traditional cycle of large group instruction and allows students to receive individualized attention.
In Math, Scott is working on developing a strategy to help him solve one-digit and two-digit multiplication problems. He has been exposed to the Bow-Tie method for two-digit, grouping and the array strategy for one-digit multiplication. He is doing very well at understanding and using the method to assist him in solving the multiplication problems. There have been improvements in his assessments by creating a strategy that works for him. After Scott has used the strategy over time, he will develop automaticity for solving the multiplication.
This quote proves the interest the children having in learning about these things. Rarely do fourth graders happily discuss arithmetic to any extent. Miss Ferenczi is a positive influence by teaching them to be excited about learning through the stories she tells them.
Math is often one of the hardest subjects to learn. Teachers know rules that can help students, but often they forget that those rules become more nuanced than presented.
The first example he gives demonstrates the ability of math, contrasting Western students and Asian students. The number-naming systems in Western and Asian languages are completely different. The number system in Asia is logical and the words are brief, allowing more numbers to be memorized and recalled. The opposite is true for the system in Western society. This difference allows Asian children to learn numbers much faster than American children.
Introduction It is very important to study about the development of the human. Because it provides framework to think about human growth, their mental development, and the most important one, ‘their learning’. As a teacher it is very important to study about these theories. Because it have a close relationship with the development of the students and their learning behavior (Michael, 2012) .
Those five ways include i) whole class teaching, ii) group work (teacher-led), iii) group work (student-led), iv) one-to-one (teacher and student) and v) one-to-one (student pairs). Whole class teaching seems to be the most important way in my class and I can be very sure in any other class since it is the main method uses to convey knowledge to students. Students get very comfortable and happy doing group work but there is a little case in which student is prefer to do individual work. No matter which way is selected, indirectly, students are actually developing their critical thinking. It is proved when students submit their work or project.
It is a very common teaching strategy, relying on strict lesson plans and lectures with little or no room for variation. Direct instruction does not include activities like discussion, recitation, seminars, workshops, case studies, or internships. DI is probably the most popular teaching strategy that is used by teachers to facilitate learning. It is teacher directed and follows a definite structure with specific steps to guide pupils toward achieving clearly defined learning outcomes. The teacher maintains the locus of control over the instructional process and monitors pupils ' learning throughout the process.