Understanding The Meaning of Tens and Units in Multi-Digit Numbers

[SALIZA SAFTA ASSITI F103179] Thesis
UNDERSTANDING THE MEANING OF TENS AND UNITS IN MULTI-DIGIT NUMBERS
I.
Introduction
The place value has become the most difficult subject taught in the primary school (Price, 2001). Kamii (1986) found that most of the first- and second-graders face so many difficulties in understanding that 1 in 16 indicates that there is 1 ten, and also, many of third- and forth-graders still do not understand about place-value. The pupils know that there are sixteen items that is represented by 16, they also can write the correct symbol 16 for sixteen items, but they do not constitute the understanding of place-value (Kamii, 1986). The research of Cobb and Wheatley (1988) stated that there is difference in the pupils thinking of ten as a collection of 10 single items, ten as a single unit, and ten as a collection of 10 that can be counted as an item. In Indonesia, it is common that the teacher emphasizes the teaching of procedures, rather than considering the development of the pupils own strategies (Marsigit, 2004; in Rumiati & Wright, 2010). The research about this topic involving Indonesian pupils is also rare (Rumiati & Wright, 2010). The learning environment is important to support the learning process of the pupils. Learning is not following the teachers instruction and remembering the procedure very well. The learning process occurs when the pupils face some problems and they have to grapple with the problems (Murray, Olivier & Human, 1998). By solving the problem by themselves, the pupils are challenged to compare their solution to their friends and discuss it (Murray, Olivier & Human, 1998). They will reflect their strategy within the discussion in the classroom (Murray, Olivier & Human, 1998). The problems here are The Inventory Activity (Dolk & Fosnot, 2001), Sending The Cubes (adapted from Yackel, Underwood & Elias, 2007) and Finding-How-Many. The last activity is inspired by the traditional game from Indonesia the pupils are familiar with. It is still hard for the first graders to represent the symbol of the numbers. They even cannot order the number into the right order yet (Dolk & Fosnot, 2001). To solve these difficulties, there will be three earlier activities before giving the contextual problems to the pupils to be solved. These activities can make the learning process
Thesis [SALIZA SAFTA ASSITI F103179]
become more interesting for the pupils. The activities are (1) Counting-on; (2) Locating the number; and (3) Jumping on the number line (adapted from Menne, 2004). These three activities will promote the pupils to be able to understand the fundamental skills to calculate numbers in the later stage of learning (Menne, 2004). In the Counting-on activity, the pupils will be asked to count on up to 100. This will be interesting for them since it is stated by Ginsburg (in Dickson, Brown & Gibson, 1984:201) that the pupils learn to count larger number by repeating the word patterns, and this activity is giving them more pleasure. However, though the pupils are able to count up to 100, they still confuse in putting the number into order (Dickson, Brown & Gibson, 1984:201). To make them understand about the sequence of the number, there will be the second activity where the pupils are asked to play with the number line. The next activities will be finding the amount in which the pupils will work with real thing like Dakocan, beads, cubes, books, and candies. These activities will promote the pupils to structure a set of objects with a help of grouping, which will lead them to the idea of unitizing. The aim of the present study is to develop an instructional theory about supporting pupils understanding of tens and units in multi-digit numbers by making a group of ten in solving the contextual problems. In the present study, the researcher will see how the pupils learn to understand the idea of unitizing by doing a grouping strategy. Here is the research question for the present study: How can we support pupils understanding of the meaning of tens and units in multi-digit numbers?
II. Theoretical framework 2.1. Place Value Understanding base-ten numbers is one of the most important mathematics topics taught in the primary school, and yet also one of the most difficult to teach and to learn (Price, 2001). Resnick (1984) stated that in one of his studies, all of the third-grade children he interviewed could count any single block denomination, but more than half of the children became confused when two or more denominations were to be quantified. Kamii (1986) cited results of research in the United States, Canada and Switzerland which found that most pupils in the first and second years of schooling do
not understand that the 1 in 16 indicates that there is 1 ten, and that many pupils in Years 3 and 4 do not understand place value. Being able to put out the correct number single units for a number such as 16, or writing the correct numeral 16 for sixteen objects does not constitute place value understanding. Cobb and Wheatley wrote an influential paper (1988) describing some in some detail the conceptions of ten held by young children. Their research is particularly useful in pointing out the difference between children thinking of ten as a collection of 10 single items, ten as a single unit, and ten as a collection of 10 that can be counted as an item. Place value means the value of the place a digit occupies, for example, in 57 the 5 occupies the tens place (Bloomfield, 2003). Ginsburg (in Dickson, et al., 1984) identifies three stages in developing an understanding of the theory of place value, where the written symbolization of number is concerned. 1. The first stage is where the pupil writes a number correctly with no idea as to why. 2. The second stage is where the pupil realizes that other ways of writing a particular number are wrong for example 31 is incorrect for thirteen. 3. Thirdly is the stage where the pupil is able to relate written notation of numbers to the theory of place value. Place value is extremely significant in mathematical learning, yet the pupils tend to neither acquire an adequate understanding of place value nor apply their understanding of place value when working with computational algorithms (Fuson, 1990; Jones and Thornton, 1989). In their extensive study of pupil understanding of place value, Bednarz and Janvier (1982) concluded that: 1. Pupils associate the place-value meanings of hundreds, tens, and ones more in terms of order in placement than in base-ten groupings. 2. Pupils interpret the meaning of borrowing as crossing out a digit, taking one away, and adjoining one to the next digit, not as a means of regrouping. Fuson (in Baroody, 1990) stated that with well-designed instruction, several weeks maybe enough to learn multi-digit arithmetics procedures in a meaningful fashion. The research of Thompson (2000) suggests that pupils are still able to work successfully with two-digit numbers, including the teens, without being explicitly aware that the first digit stands for the number of tens.
2.2. Realistic Mathematics Education (RME) Freudenthal (2002, p. 55) stated that in guiding the pupils to grasp the mathematical concept, the delicate balance between the force of teaching and the freedom of learning is needed. Therefore, I designed some activities that can be given to the pupils in order to promote them to structure a set of objects with help of grouping so that they are able to understand the idea of tens and units in multi-digit numbers. Pupils will use their common sense to develop their own strategy to solve the problems given. Here, the pupils should be given as much opportunities as possible to find their own levels and explore every path to go there (Freudenthal, 2002, p. 47). The first advantages of the re-invention process are the knowledge and abilities will stick better and more readily available than when imposed by others. The second one is the learning process is enjoyable and it can be motivating the pupils. The last advantage is the reinvention process fosters the attitude of experiencing mathematics as a human activity (Freudenthal, 2002, p. 47). As stated by Freudenthal (2002, p. 50), the first verbalized mathematics is counting and the activity can be counting something. In the present study, the pupils will be asked to count the amount of Dakocan, the beads, the cubes, and doing the inventory activity. In these activities, the pupils will apply the sequence of numerals to the set of objects. When they are applying the sequence of numerals, they are doing the horizontal mathematizing. In the present study, the designing process of the activities is guided by five tenets of RME defined by Treffers in Bakker (2004). The description is as in the following: 1. Phenomenological exploration The pupils will be given a contextual situation in each lesson as a start for the instructional activity. The situation is related to the pupils current reality and appropriate for the horizontal mathematizing. 2. Using models and symbols for progressive mathematization The process of learning will progress from the informal to the formal level. When the pupils have to find the amount, they will at first counting one-by-one all the time by tagging the beads, for example.
3. Using pupils own construction and productions The pupils can make their own productions. By doing the activities, they will know how to work with multi-digit numbers, how to structure a set of objects, and the idea of grouping and unitizing. They have their own freedom to choose the strategy they can use in order to solve the contextual problems until they understand the idea of tens and units in multi-digit numbers. The re-invention process is not only for the solution, but also for the problems. The pupils can make their own problems and discuss these with the others. 4. Interactivity The discussion in the classroom is not only between the teacher and the pupils, but also between the pupils. The interaction can be built by dividing the pupils into groups and let them work in that group with as little guidance as possible from the teacher. The pupils have to count a large amount of beads in which it will be hard for them if they do it individually. They need other pupils to make a representation and also to divide the beads into several groups and count them. A class discussion is designed so that all pupils will share their ideas in finding the amount. They can share their strategies and by doing the sharing, they can choose the best strategy that can be used. 5. Intertwinement The range of a mathematical idea shall be in connection with long-term learning process (Freudenthal, 2002, p. 57). The pupils can apply the knowledge they get from all the lessons in all aspect of their real life. For the second tenet of RME, there are 4 level of emergent modeling. The adaptation of the emergent modeling in the present study is described as follows: 1. Situational level In this level, pupils will work with a contextual situation in which they can apply their informal knowledge and any strategy they like to use. The pupils will find the amount of Dakocan, beads, cubes and doing the inventory activity as the start of the instructional activities. 2. Referential level The model-of situation, the models and the strategies the pupils use to refer to the situation, occurs in this level. They can use their own strategy, the informal one, to find the amount. The pupils can count the stuffs one-by-one for the first time. The
representation they make is also being considered. They can use the pictorial representation to represent the amount before using mathematical symbols. 3. General level In this level, pupils develop a model or strategy that is applicable in different situations. They can use this strategy in solving almost every problem related to the place value. In the present study, structuring a set of objects with help of making a group of ten can be generalized to different situation in multi-digit numbers. 4. Formal level Here, the pupils are already able to understand the meaning of tens and units in multi-digit numbers. They can work with conventional procedure and the notation is independent from the use of model-for mathematical activity. 2.3. Context problems in Realistic Mathematics Education (RME) Freudenthal (1991, in Gravemeijer and Doorman, 1999) stated that mathematics should start and stay connected within common sense. It is important to start the learning activity by giving a context to the pupils to make them more involved with mathematics. They will think that mathematics is a means to understand reality (Boaler, 1993). Solving the problems can enhance discovery and active learning, but personal meaning is only attributed when pupils are able to determine the direction of activities (Burton, in Boaler, 1993). Activities must be genuinely open and allow pupils to move in the directions appropriate to their perception of the problem (Boaler, 1993). The counting activity in order to find the amount, the pupils can choose their own strategy to be used, for example, they can count one-by-one, count on from any number, and make a group of ten. These activities will then be discussed at the end of the lesson, so that they can compare their strategy with the other to find the best one that can be used (Freudenthal, in Gravemeijer & Terwel, 2000). The guidance from the teacher is also needed because different pupils respond to the same circumstances somewhat differently (Planas & Civil, 2002, in Beswick, 2011). Related to the framework of the present study, there are two sub-research questions: 1. How can pupils learn to make a group of ten to understand the idea of unitizing?
2. How can pupils learn to understand the meaning of tens and units in multi-digit numbers using contextual problems? III. Methods 3.1. Study approach The aim of a design study is to develop theory about both the process of learning and the means that are designed to support that learning (Gravemeijer & Cobb, 2006). I am going to design a study about place-value in multi-digit numbers focus on the idea of unitizing. The aim of this study is to develop an instructional theory about supporting pupils understanding of tens and units in multi-digit numbers by making a group of ten in solving the contextual problems. In the present study, the researcher will see how the pupils learn to understand the idea of unitizing by doing a grouping strategy. The present study will be conducted to answer the research questions. 3.2. Data collection 2.2.1 Preparation phase Before conducting the present study, the researcher collects as many sources as possible related to the place-value in multi-digit numbers for the first grade in primary school. These data is used to support the idea of giving the contextual problems related to the grouping strategy to determine the tens and units in multi-digit numbers. In this preparation phase, there will also be an observation about the classroom climate and the pupils and an interview with the teacher. The participants that will be observed are the pupils in the classroom in which the experiment will be conducted. The researcher will come to the classroom before the preliminary experiment to observe the condition of the classroom and any other details (see Appendix 5.3). The situation in the classroom will be recorded using a small camera held by the researcher and there will also be a field notes made during the observation. Another preparation for this study is conducting an interview with the teacher. This will be conducted after the classroom observation. The teacher will be asked several questions related to place value and the classroom organization
and situation (see Appendix 5.2). The data will be recorded and the transcription will be made after the interview. Later, the researcher and the teacher will talk about the Hypothetical Learning Trajectory (HLT) and the activities. The intention of this discussion is to see if any changes should be made to make the conjecture become more precise, or adjust the HLT to the level of understanding of the pupils, although what will happen in the classroom is still unpredictable. The teacher can give some suggestions to the researcher about the activities and the level of difficulty of the problems. This will be a small discussion between the researcher and the teacher before conducting the experiment. 3.2.2. Preliminary teaching experiment (first cycle) The preliminary teaching experiment will be conducted in the same school but with a different class. There will be a small group consisting of 4 pupils from another first grade classroom. The choice of a group of 4 pupils is because they will be divided again into two smaller groups consist of 2 pupils. These 4 pupils will be given the activities designed in the HLT. The data will be collected in two ways, from collecting the written works of the pupils and recording the activities during the lesson. These data will be used in the retrospective analysis to test the assumptions described in the HLT in order to make a better HLT for the teaching experiment (the second cycle). The written work are the pre-test, post-test, and pupils work during the lesson. Pupils have to hand in their written work to the teacher at the end of each lesson. There will be an interview between the teacher and the pupils about the activities they do in the lessons. They will be asked about the problems given and what their strategy are. The idea behind the choice of the strategy is important, so that the pupils will also be asked about this. 3.2.3. Teaching experiment (second cycle) The teaching experiment will be conducted in a first grade of primary school. This will be a whole class experiment and the participants are the pupils in that class. In the first meeting, a pre-test will be conducted to see the pupils prior
knowledge and to compare the development of their understanding from the beginning of the lesson until the end. There will be two kinds of observations, the whole class observation and an observation of a small group consists of 4 pupils. This group consists of pupils with an average level of understanding, not the smartest pupils or the lowest achievers. The data will be collected during the whole lessons by using two different cameras, one for the whole class observation and a small one for observing the small group. The development of understanding of the pupils in the small group will be recorded from the beginning until the end of the lessons. This group will be observed during the whole lesson series. Not only use the camera to record the pupils activity in the classroom, but also the researcher will make some field notes about the classroom situation and some crucial events that happens during the lesson. The pupils work will be collected also to see their thinking process. In every lesson, the pupils will work with an activity and they will write down their ideas on paper. At the end of the lesson, they have to hand in their work to the teacher. After the lesson, the pupils in the small group will be interviewed to see their thinking process. They will be asked about the contextual problems and their idea about the activities. 3.2.4. Post-test The post-test will be conducted at the end of all the lessons. This is a written test followed by all pupils in the classroom. The items in the post-test will be more or less the same with those in the pre-test. The intention of this similarity is to see the development of pupils understanding. 3.2.5. Validity and reliability (1) Validity The validity of the data is divided into two, the internal and the external validity. The internal validity includes the way of collecting the data, collecting several data (data triangulation) contributes to the internal validity, and the method of analysis. The data collected in different ways, by recording the activities during the whole lessons and collecting the pupils written works.
The collected data will be tested with the HLT to see what really happen during the lessons. The pupils will be interviewed to know their thinking process during the activities in the classroom. This will be the way to know what really happen behind the differences between the conjectures and the reality. (2) Reliability It is important to pay attention on how the data is registered. To avoid subjectivity, it is better to use the camera to record what happen in the classroom than only making a field note. The data have to be in detail, every crucial fragment in the video and audio will be transcripted and pupils work will be collected and analyzed carefully. 3.3. Data analysis 3.3.1. Pre-test The data from the pre-test will be used to see the pupils prior knowledge that is important as a starting point of the whole lessons. These data will also be used to compare pupils understanding before and after the lessons. Later, the data from the pre-test will be compared with the data from the post-test at the end of the lessons. The data will be collected from analyzing the pupils answer on the written work. The strategies they use in answering the pre-test will not be analyzed. 3.3.2. Preliminary teaching experiment (first cycle) An HLT is designed before conducting the lessons for the first cycle. The data from this experiment will be tested with the HLT to compare the differences between the conjectures and the reality in the classroom. Each lesson has its own HLT. These HLTs then will be tested with the data collected in the classroom. The differences are analyzed and the reason behind them will be discussed. The result will be used in the retrospective analysis as a help in making new conjectures for the next HLT for the second cycle. 3.3.3. Teaching experiment (second cycle) Here, the HLT that is made based on the result of the data analysis from the first cycle will also be tested with the observation collected during the whole lessons.
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After each lessons, the researcher will analyze the data collected and compare them with the conjectures made in the HLT. Every lesson in the second cycle will be a mini-cycle and every mini-cycle will be analyzed so that the next lesson will be adjusted based on the result of the previous one. If the goal of the previous lesson is not being reached yet, then the goal for the next lesson should be changed. The data of these mini-cycles will be analyzed continuously until the last lesson. At the end of the lesson, all the data will be analyzed to see whether the overall goal is reached or not. The result will be used in the discussion later on to see if the contextual problems can support pupils understanding of tens and units in multi-digit numbers. 3.3.4. Post-test The post-test will be given at the end of the lessons series. The data will be collected from the whole pupils in the classroom. The format will be in written data from the pupils work. The data is analyzed to see if the overall goal is reached. The result will be used in answering the study questions aforementioned by comparing the data with the pre-test result. By doing this, the researcher can see the development of the pupils understanding of tens and units in multi-digit numbers. 3.3.5. Validity and reliability (1) Validity The validity of the data will not be discussed here. (2) Reliability To make sure that the data are reliable, there will be a process in which the researcher will ask to a colleague about the data. This process is called intersubjectivity. In analyzing the video, the researcher will ask a colleague to also see the video and look for an agreement in testing the HLT whether the conjectures are happen in the classroom.
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IV. Hypothetical Learning Trajectory (HLT)
4.1. Introduction This is the HLT for my research about place value. The present research will be conducted in the first grade of primary school in Indonesia and I will choose one of the schools which already familiar with Indonesian Realistic Mathematics Education. There will be six lessons in three weeks aimed to reach the main goal of the research. Each lesson has its own learning goal that should be reached at the end of the lesson. The intention of these six lessons is to make the pupils be able to determine the tens and units in multi-digit numbers. To reach this goal, the pupils have to be able to do grouping and understand the idea of unitizing. In order to support the pupils to be able to reach the goal, they will be given some contextual problems related to the idea of grouping and unitizing. The main goal of the whole activity is the pupils can differentiate the meaning of ten as a collection of 10 single items, ten as a single unit, and ten as a collection of 10 that can be counted as an item (Cobb and Wheatley, 1988). In this HLT, I will explain the assumptions about how the activities will support pupils understanding to reach the overall goal. 4.2. First lesson The first activity is a mix between three activities which are related each other. Here, the pupils are asked to count on, to locate the number in the number line, and to jump on the number line. At first, the pupils are asked to count from one until the teacher asked them to stop counting at any number. Then the other pupils will continue the counting activity. After that, the pupils will play on the number line in which they have to locate the number on the number line. The last activity is jumping on the number line. The pupils will be able to make a distinction between tens and units but in a very early level of understanding. Goals: The pupils learn how to count by saying the number in sequence The pupils find the relation between numbers
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The pupils understand how the numbers are built up The pupils are able to count up to 100 in the correct order The pupils are able to find the shortest solution to a given calculation The pupils are able to know how the numbers are built up Sequencing the number Walking on the number line to find the location of the number Saying the correct number in the number line after knowing the relation between the numbers Making the distinction between jump and hop As a first lesson, this activity will make the pupils more engage with the lesson and they will become more eager to know the mathematical idea between these activities.
1. Knowledge
2. Skills
3. Attitude
Starting position: 1. Knowledge Numbers up to 20 Early understanding of addition Counting on Making a jump on the number line Making a hop on the number line The pupils value the mathematics as an important lesson related to their daily life. Conjectures of pupils thinking No 1 Activities Counting on One pupil is asked to count from one until he wants to stop Conjectures about pupils thinking and reactions - The pupils will count correctly when they are in their turn. - There are the other possibilities such as:
2. Skills
3. Attitude
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counting, suddenly. Then another pupil touched by the first pupil has to continue counting until the second pupil wants to stop. This activity will be over after the counting comes to 100. 2 Locating the number on the number line The pupils guess the in which number they, or someone else, are standing on with help from their friends about the position of the number in the number line. 3 Jumping on the number line One pupil standing in front of the class on the number line drawn on the floor. He makes several jumps or hops, or combines between jumps and hops, and the other pupils guess what number he arrives at. One jump is equal to ten steps, and one hop is equal to one step.
a. The pupils dont know what number comes after 29, 39, 49, and so on. b. Some pupils skip several numbers, for example 44, 55, 66, and so on. c. The pupils re-say the number they have said before. For example: 23, 24, 25, 25, 26, or else. - The pupils will guess several times until they know what the number is. - After several trials, they will guess the number quicker than before
- The pupils will understand how the numbers are built up by knowing that 37 is built from 3 jumps and 7 hops, for instance. - The pupils will make the variation between jumps and hops starting from any number.
4.3. Second lesson This activity is inspired by the traditional game in Palembang, Indonesia the pupils are familiar with. The game is called Dakocan in which each Dakocan has different value based on its size. It has different size and also different shape, and each size has different value. The bigger the size, the greater its value. In this activity, the pupils will be given a small bag of Dakocan and they have to count the amount of it
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in the bag. Each group will receive different amount so that every group has to count their own stuffs. Goal: The pupils can structure a set of objects with a help of grouping 1. Knowledge The pupils can make a representation of the solution They are able to do one-to-one correspondence They are able to do addition They can understand the idea of cardinality They know the meaning of numbers They build the sense of grouping. They construct their initial understanding of the idea of unitizing Tagging one-by-one Counting on by two Counting on by four Making a group of friendly number The pupils will be more engaged with some contextual problems in the next activity Starting positions: 1. Knowledge The meaning of numbers Tagging one-by-one The meaning of amount, that the amount wont be different no matter how the pupils arrange the stuff 2. Skills Counting from one Counting on from any number The sense of making a group The pupils believe that they can solve the problem The pupils are interactively engaged with the classroom environment
2. Skills
3. Attitude
3. Attitude
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Conjectures about pupils thinking: No 1 Activities Finding-How-Many The pupils will be given a bag of Dakocan and they have to count the amount of it. Every group receives different amount of Dakocan in every bag. Conjectures about pupils thinking and reactions - Some pupils will come up with the idea of counting on one-by-one. - They do tagging one-by-one but sometimes they tag one thing twice. - The pupils find out that there is a better strategy instead of counting one-by-one. The strategy is making a small group of friendly number such as a group of two. - The pupils in the higher level will be able to count in a larger group, such as a group of four, or even ten. 2 Class discussion - Every group will share their strategy in finding the amount. - They will see the difference between their strategy and their friends. This will lead the pupils into the discussion of finding the best strategy. - The strategies can be: a. counting one by one b. counting on from any number c. making a group of friendly number - Most of the pupils will see that grouping is the better strategy. 4.4. Third lesson The teacher will bring a box of beads and the beads will be divided to each group of pupils. They also have to count the beads in order to find the amount and after that they are asked to make the representation of the amount. The teacher will provide small bags to be used to help them count. These bags can be a tool to stimulate the pupils to make a group in finding the amount.
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Goal: The pupils can structure a set of objects with a help of grouping. In this second activity, their sense of grouping is deeper than in the previous activity. 1. Knowledge The pupils can make a representation of the situation They understand the meaning of amount They can count on from any number They are able to do addition They are able to understand the meaning of cardinality They can make a group of any number to structure a set of objects Counting on from any number Making a group of friendly number Represent the amount with number The pupils are eager to know the amount of the stuffs given to them
2. Skills
3. Attitude
Starting position: 1. Knowledge The meaning of amount Cardinality Compensation Addition Counting on from any number Grouping strategy Pupils will do the same activity with the one they usually do in the break time Conjectures about pupils thinking: No 1 Activities Counting the beads The pupils are given the beads in larger amount one. Conjectures about pupils thinking and reactions - They will directly count them one-by-
2. Skills
3. Attitude
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- Some of the pupils already make a group of friendly number and then add the groups theyve made. - The pupils who already make some groups of friendly number are asked to show their strategy to the other groups. 2 Class discussion - The pupils are asked to show their strategy. (Not every group is asked to do this, but the teacher chooses one group who already able to do grouping and another one who cannot.) - The pupils will compare their strategy with the other. - Some of the pupils are still use their counting one-by-one strategy in finding the amount. Some other is already able to structure the set of objects with a help of grouping. These differences will be discussed so that the pupils themselves will find out the best strategy they can use in solving this problem. - The pupils will finally find out that the best strategy to find the amount is grouping.
4.5. Forth lesson Here, the pupils will work with packs of cubes and they have to pack or un-pack the packs of cubes to send them to the buyer. There will be a contextual problem has to be solved. Goal: The pupils can construct their initial understanding about the tens and units in multi-digit numbers.
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1. Knowledge The pupils are able to do grouping and re-grouping strategy in solving the contextual problem They have deeper understanding in tens and units They understand the idea of unitizing They are able to think in our base-ten number system They are able to do the horizontal mathematization They will understand about ten as a collection of ten single units that can be counted as one 2. Skills Packing and un-packing Translate the contextual problem into the terms of mathematics The pupils will find the relation between real life problem and mathematics
3. Attitude
Starting position: 1. Knowledge Grouping strategy Tens and units The meaning of boxes, rolls, and ones The meaning of packs of cubes Thinking in group The pupils are eager to solve the problems
2. Skills 3. Attitude
Conjectures of pupils thinking: No 1 Activities Sending the cubes Solving the contextual problem Conjectures about pupils thinking and reactions - The pupils will work in a group of four. - The pupils have to translate the problem into mathematical terms. - The pupils will understand that they have to pack or un-pack the cubes to be
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sent. - The pupils can solve the problem by using grouping and re-grouping strategy. - Some pupils really need the cubes in order to help them solving the problem while some other can solve it without the real cubes. 2 Class discussion - Pupils will share their strategy in front of the class. They will work with packing and un-packing strategy. - They can use the Multi-base Arithmetic Blocks (MAB) as a model to help them in sharing their thinking process. - They make the representation of the situation in front of the class within the discussion. They will make it into a table in which they will get the initial understanding of tens and units in multidigit numbers.
4.6. Fifth lesson This is the inventory activity the pupils will do in the library. They will make a list of the amount of the books in it. The activity is inspired by the inventory activity Dolk and Fosnot (2001) did in their study about place value. Goal: The pupils can construct their understanding about tens and units in multi-digit numbers. 1. Knowledge The pupils are able to structure a set of objects with a help of grouping They can construct their understanding about the idea of tens and units They understand the idea of a collection of ten single units They can make the representation of the amount
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2. Skills Making a group of ten Adding the numbers Determining the tens and units in multi-digit numbers The pupils will find the relation between their daily life experience with mathematics Starting position: 1. Knowledge Counting on from any number Making a group of friendly number Forming a group and bundling it with rubber band Tagging the group when counting The pupils know how to count their stuffs The pupils will value the lesson because it is related to their daily life
3. Attitude
2. Skills
3. Attitude
Conjecture about pupils thinking: No Activities Counting the books in the library 1 Working in the library - The pupils will do the same thing like they did in some activities before, such as counting one-by-one or counting on from any number. - Pupils in higher level of understanding will make the books into group to make it easier for the to find the amount. - The pupils are already able to make a group of ten. 2 Class discussion - This activity will take longer time than the two discussions mention earlier. Conjectures about pupils thinking and reactions
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- The pupils will be more focus on the idea of tens and units in multi-digit numbers. - The pupils will make a list of the amount of the books in which they will see the tens and units in different columns. - The pupils will understand by themselves the idea of tens and units and can determine the tens and units in multi-digit numbers.
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4.7. The visualization of the learning trajectory
Goal: The pupils can construct their own understanding of the meaning of tens and units in multi-digit numbers Inventory activity (Dolk & Fosnot, 2001)
Big Idea: Grouping and Unitizing Tens and units
Goal: The pupils can construct their initial understanding of the meaning of tens and units in multi-digit numbers Sending the cubes (Yackel et al., 2007)
Big Idea: Grouping
Goal: The pupils can structure a set objects with a help of grouping
Finding the amount of the beads
Finding the amount of Dakocan
Goal: - The pupils can say the numbers in sequence - The pupils can find the relation between numbers - The pupils can understand how the numbers are built up (Julie Menne, 2004)
Jumping on the number line
Big Idea: Numbers up to 100
Locating the number on the number line
Counting up to 100
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V. Appendices 5.1. Teacher guide The teacher will be the guide in the learning process. Aforementioned, different pupils may respond the same context differently (Planas & Civil, 2002, in Beswick, 2011) so that the guide from the teacher will be important to help the pupils understand the mathematical idea behind a context. The teacher should be able to orchestrate the lesson to make the pupils get the idea in every problem. The guide for the teacher in the present study is described in the following table. No 1 Activities and conjectures Counting on - The pupil who is in turn for counting can be very excited so that he wont stop. - The pupil skips one number when counting. For example, 21, 23, 24, 25, (the pupil skip the 22). - The pupil has no idea about what number comes after 29, 39, 49, etc. - Some of the pupils cant say the number in sequence. Locating the number on the number line - The pupils may become confused because the number line is empty. - The pupils need more number in the number line. Jumping on the number line - The pupils may confuse in determining the jumps and the hops. - The teacher shall make a consensus in the beginning of the lesson that one jump consists of 10 hops. - The teacher shall write down the number if it is needed to make the pupils see where their position are in the number line. - The teacher can ask the pupil to stop counting and give the chance for his friend. - The teacher can help the pupil by writing down the number in the blackboard so that the pupil will see what theyre saying. - The teacher asks another pupil if anyone knows the number. - The teacher ask the small group who is still not able to do this to do this activity again. Teacher guide
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- The teacher can illustrate the situation in the blackboard by drawing the number line, jumps, and hops. - They confuse when the starting number is not zero. - The teacher can draw a number line in the blackboard, and write down the starting number in it. Again, the teacher draw the jumps and the hops the pupils make. - The pupils find difficulties when they have to jump backward. - The teacher has to explain to the pupils that they actually do the same thing, but in another way around. They have to count backward instead of counting forward. 2 Counting the Dakocan - Most of the pupils are already understand about the rule the game of Dakocan. It will be quite easy for them to count the amount of Dakocan. - Some pupils maybe count it one by one. Class discussion - The pupils share their thinking in front - The teacher chooses two or three of the classroom. groups to share their strategy in front of the classroom. - The first group will be the one who uses counting one-by-one strategy to find the amount. - The other group shall be the group who already able to structure the objects with a help of grouping. - The teacher has to be sure that the pupils know that in different Dakocan it can be different value. - The teacher explains the rule in every Dakocan to make sure that all pupils know about it.
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Finding the amount of the beads - The pupils tend to count all the beads one-by-one. - Some pupils already structure the beads into groups. - They put the beads everywhere, so that it will distract them in doing counting. - The teacher can walk around the classroom and see every strategy the pupils use. - The teacher can choose one group to show their grouping strategy to another group who still uses counting one-by-one strategy. - The teacher can provide small plastic bags to be used to promote the grouping strategy. - The teacher can ask the pupils to put the tens in the left side, and the units will be in the right side. Class discussion - The pupils again will share their thinking process in the discussion. - The teacher chooses a group of pupil who works with grouping strategy, and a group who still works with counting one-by-one strategy. - The teacher provides a table in the blackboard and makes a list of the amount of the beads from every group. - The discussion will be orchestrated around the strategy the pupils use. Is it better to use grouping strategy?
Sending the cubes - The pupils understand that there are 10 cubes in every roll. - When the pupils have unpacked the cubes, it is hard for them to re-pack the cubes into rolls. - The teacher gives some transparent plastic bags to make the packing activity become easier. - The teacher has to make sure that the pupils make a pack of 10 cubes.
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Class discussion - There will be a discussion about the problem whether all the pupils understand about it or not. Then they will translate the problem into mathematics. - The pupils can share all strategy they have in solving the problem. - The teacher asks the pupil to share their thinking process. - The teacher provides a table in which the pupils can write down the number of rolls and cubes in it. - The teacher guides the pupils until they finally understand about the meaning of tens and units in multidigit numbers. 5 Inventory activity - Some of the pupils are already able to think in groups to structure a set of objects. Some other still counts oneby-one. - The teacher can ask the pupils who already works with grouping strategy to show their initial strategy to the others. - The teacher can also provide the pupils with rubber ban or plastic bags to promote them to use the tools as a help when doing the grouping. Class discussion - The pupils share their strategy to the other. - The teacher provides a table in the blackboard so the pupils can write down the list of the books they count in it. - The teacher separates the column for the tens and units so that the pupils see at the end of the discussion the position and the value of tens and units. This is the crucial thing in the present research. The pupils will understand the meaning of tens and units in multi-digit numbers.
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5.2. The teachers interview scheme In the observation phase, there will be an interview with the teacher about the classroom climate. The data from this interview will be used as a help in designing the activities for the lessons series. The teacher will also help the researcher to choose one group of pupils with average level of understanding to be a focus group in the present research. The main thing wanted to be discuss with the teacher are about the pupils understanding and behavior, and also the teachers experience in Indonesian RME. The teachers interview scheme is described in the following: (1) Pupils level of understanding and behavior in the classroom a. Is there any significant difference in pupils level of understanding? b. What are the difficulties the pupils usually face in the topic of place-value? c. Are the pupils accustomed with the kind of activities arranged by the researcher? (2) Teachers experience related to the domain of the present study a. What were the difficulties the teacher face about the topic of the present study? b. How could s/he solve the difficulties? c. How long will the lesson be until the overall goal of the present study is reached? d. Is the teacher accustomed with Indonesian Realistic Mathematics Education (IRME)? e. How does the teacher arrange the discussion groups? f. What is the teacher idea about the pupils understanding of the domain of the present study?
5.3. The classroom observation scheme Beside an interview with the teacher, in the preparation phase there will also be a classroom observation that will be conducted before the interview. There will be an observation about the interaction in the classroom, the organization of the classroom,
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the structure of the lesson, the classroom climate, and the method used in the classroom. The following is the description about the things will be observed: (1) Interaction a. Is it an interactive classroom or teacher-centered? b. Is the discussion always between the teacher and the pupils? Or is there also among the pupils? c. Is there any pupil that the teacher always points at? d. Who is the talkative pupil and who is not? (2) Organization of the classroom a. Are the pupils already accustomed with working in groups? b. How is the arrangement of the classroom? Who is sitting with whom? Does the smart pupil sit with the low achiever? Or else? c. How are the groups constituted? (3) The structure of the lesson a. How does the teacher start the lesson? b. What comes after the opening of the lesson? c. Do they have a small break in the middle of the lesson? d. How does the teacher give the task to the pupils? e. Do the pupils hand in their written work to the teacher? f. Does the teacher give time to the pupils to think about the problem given?
(4) The classroom climate a. Do the pupils always pay attention to the lesson? b. Do the pupils ask everything directly or they raise their hands first? c. Can they go out of the classroom if they want to? d. Do they have to ask to the teacher whether they can go out or not? e. Do the pupils walk around the classroom in the middle of the lesson? f. Where is the position of the teacher in the classroom? these stuffs if it is available) g. Are there so many stuffs in the classroom? (Related to my topic, I will use
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(5) The method a. What kind of book the teacher use? b. Does the teacher hand out some paper every lesson? c. Does the teacher only write down the material in the blackboard? d. Is there any additional book the teacher use beside the textbook? 5.4. The pre-test The pre-test will be given before the lessons. The items in the pre-test are as follows: (1) The first item is about counting the beads. The pupils have to find the amount of the beads in the picture. They can use every strategy they like. The motivation of the item is to see the starting position the pupils have in the beginning of the lesson by looking at the strategy they use in finding the amount. The pupils can use grouping strategy, or just count one-by-one.
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How many beads are there?
Explain your answer here:
(2) The second item is about structuring the beads. Here, the pupils are asked to put the beads in order so that they can find the amount easier. They can make any order they like. They can draw or write down their thinking process in the space given below the picture. Can you put the beads in order to make it easier to be count?
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(3) The third item is to count the amount of candies in the picture. The amount of the candies has been designed in order to promote the pupils to make a group of ten.
How many candies are there?
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How did you know the answer? I counted the candies one-by-one I counted the candies based on the color
Budi Suci
Do you have your own strategy? Dont hesitate to write it down here:
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(4) The forth item is structuring the candies. The pupils have to put the candies into several bags consists of 10 candies and they have to think how many bags they need. The intention of this item is to see pupils understanding about the idea of grouping.
You have to put the candies into several bags. Every bag can be filled with 10 candies. How many bags do you need? (5) The fifth item is about the formal mathematics. The item is designed to see whether the pupils are already able to understand the meaning of tens and units in multi-digit numbers. Determine the meaning of number in every position below: 7 = 16 = 23 = 61 = 94 =
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[SALIZA SAFTA ASSITI F103179] Thesis