Kira Brower July 25, 2011 Lake Erie College ED 5713 - Discovery-Based Mathematics kira.brower@beavercreek.k12.oh.us Phone number: 937.239.

1713 Letter Grade

Through the Discovery-Based Mathematics class I have been introduced to many key concepts for teaching math. I have found some that will be very useful as I go forward in my teaching career and some that I may not use due to the higher level they require. Through the viewing of the videos I have found the use of manipulatives, array and the use of math games to be the most important concepts for what I teach on a daily basis. Manipulatives Many authorities agree that young children learn to understand concepts in math better with the use of manipulatives, according to Johnson (1993). Manipulatives can be anything from the simplest objects, such as pieces of paper torn apart of things that are created specifically for the purpose of solving math problems. Johnson (1993) also states that the most valuable learning occurs when students create their own mathematical understanding. Teachers can facilitate this through giving students time to explore, test, discuss and apply ideas. Often times when you give a student a manipulative and a problem and say see what you can do using this problem and the materials on your table; you will see many different solutions that are correct to the same problem. Students are also able to clearly explain how they came to their answer because they created the solution themselves. This is a very valuable tool to use in the classroom. Manipulatives can be used for many different types of learning in mathematics. According to Boggan, Harper, and Whitmire (2009) materials should foster childrens

concepts of numbers and operations, patterns, geometry, measurement, data analysis, problem solving, reasoning, connections and representations. Manipulatives are used to bridge the gap between understanding and formal math instruction. This can only be done if the manipulatives are developmentally appropriate for the students who are working with them. Many manipulatives you use for one key concept with a group of students can be used and applied to other concepts as well. Boggan et al. stated the number of ways that manipulatives can be used are limitless. Arrays Arrays are a useful tool that is used in the teaching of multiplication. They can be used to teach basic facts as well as more complex multiplication problems. According to Marten(2008) teaching multiplication using repeated addition is the standard, using arrays to teach multiplication allows visual learners to grasp the concept easier. Multiplication arrays are blocks of dots or other shapes that show any multiplication problem visually Marten (2008). Arrays can also be created out of materials that students and manipulate which helps kinesthetic learners as well. Marten (2008) also states that arrays can be used to demonstrate the meaning of grouping. Students can circle groups, rows or each dot to show grouping. Arrays are also helpful for students when they begin doing more complex problems. Students will learn how to break apart problems to make arrays. As students understand the concept of arrays and as they become older and more confident in their abilities they will be able to visualize the array in their head in order to solve the multiplication problem.

Use of Math Games The use of math games in the classroom is a fun way for students to learn basic math concepts as well as more complex concepts. Games make learning and math fun for the students as well as for the teacher in the classroom. According to Schiro (2008) math games are structured activities designed to help children learn both the content and the processes of mathematics. Many adults, not in the education field, do not understand why children are playing games during math class. While the idea of playing games is fun there are other reasons that games are played in the classroom. Some of these reasons are games help the children perceive that math is part of everyday life, help children socially, help the children create mathematical meaning over and over again in order to gain understanding, and helps children to discover there is more than one way to do mathematics. According to Schiro (2008) this helps adults understand and support the playing of games in the classroom. In my classroom I have seen the students become excited about math and at the same time they understand the concept that may have been more difficult for them before the use of a game. Manipulatives, arrays, and the use of math games are all important parts of students understanding mathematics and all it has to offer. Students will begin to flourish in the classroom with these material and ideas available to them. Not only will they become more mathematical but they will have a love and understanding for it in their current and future lives.

References Boggan, Matthew; Harper, Sallie; Whitmire, Anna (2010). Using manipulatives to teach elementary mathematics. Journal of Instructional Pedagogies. Retrieved from http://www.aabri.com/manuscripts/10451.pdf Johnson, Louise (1993). Parents Teaching Overseas. 2005 SIL International. Retrieved from http://www.iched.org/cms/scripts/page.php?site_id=iched&item_id=math_manipula tives Marten, Melanie (2008). Using arrays to teach multiplication facts. Retrieved from http://www.helium.com/items/967903-using-arrays-to-teach-multiplication-facts Schiro, Michael S. (2009) Mega-Fun Math Games and Puzzles for Elementary Grades. Retrieved from http://books.google.com/books?hl=en&lr=&id=Y23Zpck2TnMC&oi=fnd&pg=PA1&dq=u se+of+calculators+in+elementary+math&ots=ABBCF9Wv9K&sig=3zYwDhvDJt0m66X U5JV6OCkqqWs#v=onepage&q&f=false