Documentos de Académico
Documentos de Profesional
Documentos de Cultura
MTH 614 Final Student Interview 4 29 13 T Brown
MTH 614 Final Student Interview 4 29 13 T Brown
Brown
Math 614
Dr. Salkind
The Child:
fifth grade class who is eleven years old. He is diagnosed with Attention Deficit
answer, but rarely shows his work. Rather than communicating his reasoning and
proving his answer to be true, Tommy reads through the problem and writes down an
answer that he thinks best serves as the solution. Unless redirected by me, he does not
check to see if his answers make sense or satisfy the posed questions. During whole
group instruction, Tommy tends to shout out the answer to math problems. Sometimes,
he is correct; however, when questioned about his reasoning and strategies, he often
responses with, I just know. During independent and small group practice, Tommy has
a difficult time staying focused and rushes through his work to gain access to his center
(post the focus lesson and content practice, students take part in center time). Tommy is
often retaught and instructed one-on-one with me to ensure that he understands the
Brown 1
When analyzing Tommys academic abilities in class, an understanding of rational
numbers and is also able to solve some problems with two-digit numbers. For problems
with fractions, Tommy has a more difficult time solving these rational problems and will
only use direct modeling and manipulatives, if instructed by a teacher due to often
writing IDK, or I dont know when problems are too difficult to solve at first glance.
In his work, some proportional reasoning is evident. For example, the concept of equal
sharing is understood, as Tommy knows to use the division operation to distribute the
number of items; however, long division remainders are left untouched and are not
distributed evenly amongst the number of groups. Also, Tommy has difficultly
explaining fraction pieces, the whole, and reasoning up and down. Getting Tommy to
Questions for the initial interview came from Extending Childrens Mathematics:
Fractions and Decimals by Susan B. Empson and Linda Levi (2011). An easy and a
more difficult equal sharing problem were selected to help draw out and extend Tommys
thinking was that Tommy may not be showing his work because he either mathematically
understands or he does not know how to show his reasoning on paper. Equal sharing
problems came from the end of the chapter practice. Here, the strategy chart was used to
show the different ways of solving each of the planned problems (p. 25). The chosen
multiple groups problems specifically were administered to fifth graders in the text to
Brown 2
solve. Since considering Tommy to be on grade level, there problems were specifically
EqualSharingProblemswithLeveledSolutionExamples(PartI):
3friendswereataMexicanrestaurant.Theywerefeelinghungry,sothey
ordered8burritostoeach.Theywanttosharetheburritosequallyandeat
themall.Howmuchwilleachfriendgettoeat?(Empson&Levi,2011,p.30).
1. AdditiveCoordination:SharingOneItemataTime
1 2 1 2 1 2 1 2
3 3 3 3
1 2 1 2 1 2 1 2
3 3 3 3
Eachburritoissplitintothirdstorepresentapieceforeachperson,as
eachperson8/3or21/3burritos(theleastsophisticatedexample
shownbasedonEmpsonandLevisrationale,p.25).
2. MultiplicativeCoordination
8 3=8/3or22/3
8burritosisdividedby3peopletoget8/3,animproperfraction.
8/3becomes22/3andeachpersongets22/3burritos(themost
Brown 3
3. AdditiveCoordination:SharingGroupsofItems
1 1
1 1
Fromthe8burritos,itsrecognizedthateachofthe3peoplegets2
burritosbecause2x3=6.Theremaining2burritosaresharedevenly
andsplitintothirds(somewhatsophisticated;inthemiddleofexample
1
and2forsophistication).
3Childrenwanttoequallyshare6peanutbuttersandwiches,withno
leftovers.Howmuchwilleachchildhave?(Empson&Levi,2011,p31).
1. AdditiveCoordination:SharingOneItemataTime
1 2 1 2 1 2 1 2
3 3 3 3
1 2 1 2
3 3
Eachpersonreceives1/3ofapeanutbuttersandwichand1/6pieces
ofthehalfofasandwich;6/3=2plus1/6=21/6peanutbutter
sandwichesperpersontheleastsophisticatedmethodshown.
2. MultiplicativeCoordination
Brown 4
3. AdditiveCoordination:SharingGroupsofItems
1 1
Itsrecognizedthateachofthe3peopleget2sandwichesbecause
3x2=6.Withtheremaininghalfofasandwich,itissplitintothirds
andeachpersongetsapieceor1/3ofthehalf,whichis1/6ofawhole
sandwich.Eachpersongets21/6peanutbuttersandwiches.
MultipleGroupsProblemwithLeveledSolutionExamples(PartI):
Eachlittlecaketakescupoffrosting.IfBetywantstomake20littlecakesfor
aparty,howmuchfrostingwillsheneed?(Empson&Levi,2011,p.56).
1. AdditiveCoordination:SharingOneItemataTime
1 2 3 5 6
2 2 4 5 6
1 3 4 5 7
1 3 4 6 7
10 11 13
7 9 10 12 13
8 99
8 10 11 12 13
11 12 14
8
14 17 18 19
15
15
14 17 18 20
16
16
15 17 19 20
16
16
15 18 19 20
16
16
Brown 5
InAdditiveCoordination:SharingOneItematTime,15cupsoffrostingis
needed,asgroupsofisdrawnuntil20,representing20cakes,isreached
(theleastsophisticatedstrategy).
2
2.AdditiveCoordination:SharingGroupsataTime
1 3
2
2 4
3
1 3 3 4
1 4
3
Above,ittakes3wholestomakes4cakes.Inordertoget20cakes,4is
multipliedby5.Subsequently,the3wholesaremultipliedby5;15
wholes/cupsareneeded.Thisexampleismoresophisticatedthanexample1.
3.MultiplicativeCoordination
x20=60/4=15cups(themostsophisticatedmethod)
Ittakes2/3ofayardofmaterialtomakeapillow.Howmanyyardsofmaterial
wouldittaketomake15pillows?(Empson&Levi,2011,p.57).
1. AdditiveCoordination:SharingGroupsataTime
Yard(s) Pillow(s)
2/3 1
4/3 2
6/3 3
8/3 4
10/3 5
Knowingthat10/3yardsmakes5pillows,10/3and5canbemultipliedby3
because5x3=15;15pillowsneeded.Thismeans10/3x3or30/3,the
sameas10,yardsareneeded.Thisisasomewhatsophisticatedmethod.
Brown 6
2. MultiplicativeCoordination
15x 2/3=30/3=10yardsneeded(themostsophisticatedstrategyshown)
3. AdditiveCoordination:SharingOneItemataTime
Yard(s) Pillow(s)
2/3 1
4/3 2
6/3 3
8/3 4
10/3 5
12/3 6
14/3 7
16/3 8
18/3 9
20/3 10
22/3 11
24/3 12
26/3 13
28/3 14
30/3=10 15
Usingtheabovetabletoreasonouteach2/3yardperpillowuntiltheamount
ofyardsfor15pillowsisfoundistheleastsophisticatedmethodshown.
Brown 7
DescriptionoftheInitialInterview:
WhenadministeringthefourquestionstoTommy,eachproblemwassolved
underaminute.ToclearlygaininsightonTommysreasoning,hewastold,Letsgo
backtoquestiononeandasked,Whatistheproblemaskingyoutodo?Inresponse,
Tommyshouted,2reminder2.Duetogivingtheanswertotheproblemopposedtohis
solvinglookfors,orwhatneedstobefoundinordertosolvetheproblem,thequestion
wasrewordedassuch:Whatdoes2remainder2represent?Tommywasthenableto
indicate,Eachpersongets2wholeburritos,butthenthe3friendswouldhavetothumb
wrestleforthelasttwo[burritos].Tommywasstartingtothisproportionallyandto
extendhisthinking,hewasaskedtoshowme/drawoutthe8burritosbeingequally
sharedamongstthe3friends.Here,Tommycompletedsomewhatofapersontoburrito
comparisontable(noformaltableused),showingthateachpersongets2burritos;
howevertheremaining2burritosweredrawnassidewaysovals.Iasked,Howwould
yousharethisburritoswiththreepeople?Tommythensplittheburritosintothirdsto
findthecorrectanswer,22/3burritosperperson;however,whensplittingthelasttwo
burritos,Tommymisnamedthepiecesashalvesinsteadofthirds.Thisnamingerrorwas
selfcorrectedwhenhaveTommycounthispartitionedpiecesandrestatehisfinal
answer.
Forthesecondequalsharingproblem,noquestioningwasneeded.Tommy
correctlydrew,solved,andexplainedhisreasoning.Here,hisproportionalreasoning
increased.Whentransitioningintothemultiplegroupsproblems,nounderstandingwas
Brown 8
evident,asthestudentreadthelasttwoproblemsandshruggedhisshoulders.
Subsequently,TommyeitherwrotedownaguessorIwouldtrythisifIknewhottodo
it.Tohearhisthinking,questionthreewasspiraledbacktoandreadaloudtoTommy.
Ithenasked,If1cakeusescupsoffrosting,howmanycupsareneededtomake20
cakes?Here,theproblemwasrewordedtohoneinonthefactsandwhatneededtobe
found;however,thisdidnotseemtohelp,asthestudentstillshruggedhisshoulders.To
preventstudentfrustrationandtobuildupthestudentsknowledge,startingathis
comfortzoneofwholenumbers,thefraction(3/4)waschangedintoawholenumber(3)
viaextractingitsnumerator.Here,Ididntthinktochangethefractionintoaunit
fraction;however,Iusedthewholenumber,3,toseeifTommywouldrealizethat
multiplicationstillcouldbeused,asheoriginallyattemptedtodo.Tosolvetheoriginal
problem,shouldhavedividedhisanswerby4torepresentcuppercakethisnextstep
wasnotseenbythestudent.Whenpresentwiththerevisedquestion,Tommywasableto
quicklysolvetheproblemviamultiplication.ThisprovesthatTommytriestostayinhis
comfortzone,ashecanfluentlymanipulateproblemswithwholenumbers.
AnalysisoftheChildsMathematicalThinkingDuringtheInitialInterview:
Basedontheinitialinterview,IlearnedthatTommyaimstosolveproblemsby
usingmultiplicativecoordination.Heisveryeffectiveinidentifyingthekeywordsand
theircorrespondingoperations;however,thewhyislost.Tommycannotconsistently
explainwhyhisanswerandstrategyareappropriate.Forexample,inthefirstequal
sharinggroupproblem,Tommykneweachofthethreepeoplecouldnthaveathird
Brown 9
burrito,butcouldntindependentlypartitionandnametheremaining2wholes.Itoo
noticedthatTommydemonstratedAdditiveCoordination:SharingOneItemataTime
whenaskedtodrawoutquestiontwo,anequalsharingproblem.Here,hewasanswerto
modelhoweachofthethreechildrengot2wholesandwiches,butfortheremainder,
Tommyknewtomakesixths;however,hishalfofasandwichisnotproportionallydraw
heorallycommunicatedhisanswer.
Fortheequalsharingproblems,IamwonderingaboutTommysperformance
withbiggervalues.Willhebecomefrustratedorremainfluentindemonstratingthe
multiplicativecoordinationstrategywiththebiggervalues?Forthemultiplegroups
problems,Iwanttoreusequestionthree,butwithaunitfractiontorepresenttheamount
pergroup.SinceTommydidnotrecognizethenextstep,dividinghisanswerinquestion
threeandfourwhenthenumeratorwasused,IwonderhowTommywillbeforeifthe
sameproblemisusedtwice.Here,theamountpergroupwillbepresentedasaunit
fractionfollowedbyanequivalentfractiontoacommonfraction,1/2.Maybethis
methodwillhelpsparkaninquisitiveinterestinusingfractions,changingtheamountper
grouponhisownandmakinghimfeelmoreconfidentinsolvingmultiplegroups
opposedtogivingupsoeasily.IwanttoobserveTommysolvingmoremathword
problemstoseewhereadditionalgaps,ifany,exist.Knowingthis,Itailorquestionsto
bemorespecifictohisneedsandassisthiminbuildinghisproportionalreasoningskills
alongwithhisabilitytomanipulaterationalnumbers.
Brown 10
SecondInterviewQuestions:
Mathematics: Fractions and Decimals by Susan B. Empson and Linda Levi (2011), but
were modified. For my equal sharing problems, question one uses a two-digit value for
the total, 11 burritos, while question two uses a two-digit value for the number per group
value. Also, the values in each problem cannot be easily should through division-
Additive Coordination is more so needed to solve the given problems. For the multiple
groups problems, a unit fraction and a common fraction was used. Here, the same
multiple group problem was used, but the amount per group values were altered.
Brown 11
EqualSharingProblemswithLeveledSolutionExamples:
9friendswereataMexicanrestaurant.Theywerefeelinghungry,sothey
ordered11burritostoeat.Theywanttosharetheburritosequallyandeatthem
all.Howmuchwilleachfriendget?(Empson&Levi,2011,p.30).
1. AdditiveCoordination:SharingGroupsofItems
1
X9=9burritosor1burrito/person
=Theremainingpartitionedin
ninths,aseachpersonwillget
2/9ortwoshadedpieces.
Eachpersongets1+2/9burritosor12/9.Theisthesecondmost
sophisticatedexampleaccordingtoEmpsonandLevi(p.25).However,
Lamonwouldcallthisthemostsophisticatedexample,asithastheleast
amountofcutspossibleeachwholeisnotpartitionedintoninths(Lamon,
2012,p.177).
Brown 12
2. MultiplicativeCoordination
11 9=11/9=12/9burritosperperson(themostsophisticatedstrategy
shownaccordingtoEmpsonandLevi)
3. Ratio:Factors
11burritos:9peopleor11/9,whereeachpersongets12/9burritos
LesssophisticatedthanMultiplicativeCoordination,butmore
sophisticatedthanAdditiveCoordination:SharingGroupsofItems.
12Childrenwanttoequallyshare3peanutbuttersandwiches,withnoleftovers.
Howmuchwilleachchildhave?(Empson&Levi,2011,p31).
1. AdditiveCoordination:SharingGroupsofItems
Above,eachpersongetsofawhole,asthereare4piecesperwholeand4
x3givenwholes=12.Thisisenoughforeachpersontogetofapiece.
Thehalfispartitionedintotwelfths;however,itishalfofa
whole,soeachpersongetsanadditional1/24piece;+
1/24
=6/24+1/24=7/24peanutbuttersandwichesperperson
(asomewhatsophisticatedstrategy).
2. MultiplicativeCoordination
12 3=12 7/2=1/12x7/2=7/24(themostsophisticated
example)
Brown 13
3. ReasoningupandDown
Child[ren] Sandwich(es)
12 3=7/2
24 7(x2)
1(24) 7/24
MultipleGroupsProblemwithLeveledSolutionExamples(PartII):
Eachlittlecaketakescupoffrosting.IfBetywantstomake20littlecakesfor
aparty,howmuchfrostingwillsheneed?(Empson&Levi,2011,p.56).
1. MultiplicativeCoordination
20x =20/4=5cupsoffrostingneeded(themostsophisticatedexample)
2. AdditiveCoordination:SharingGroupsofItems
Cup Cakes
1
2/4 2
3
4/4=1 4
Knowingthatittakes1cupforevery4cakes,theunknownamountofcups
isfoundbymultiplying1cupand4cakesby5.5(1cup)=5(4cakes);
therefore,5cups=20cakes.5cupsisneeded(somewhatsophisticated
method).
3. ReasoningUpandDown
Cup(s) Cakes
(x4) 1
1 4(x5)
5 20
Brown 14
Eachlittlecaketakes2/4cupoffrosting.IfBetywantstomake20littlecakesfor
aparty,howmuchfrostingwillsheneed?(Empson&Levi,2011,p.56).
1. MultiplicativeCoordination
2/4=
20x =10cupsoffrostingneeded(themostsophisticatedexample)
2. AdditiveCoordination:SharingGroupsofItems
Cup Cakes
2/4==0.5 1
1 2
Knowingthatittakes1cupforevery2cakes,theunknownamountofcups
isfoundbymultiplying1cupand2cakesby10.10(1cup)=10(4cakes);
therefore,10cups=20cakes.10cupsisneeded(somewhatsophisticated
method).
3. ReasoningUpandDown
Cup(s) Cakes
2/4= 1(x20)
10 20
During the second interview, Tommy was more focused on making sense of each
problem. This was especially true for the multiple groups problems, as IDK was not
Brown 15
writing as an answer by the student. Rather than starting on problems one and two, equal
sharing problems, Tommy skipped to the multiple groups problems. For each question,
Tommy spent approximately four to five minutes per question and during this interview, I
posed questions while the student was initially reasoning his problems. This allowed the
interview to go much smoother and as planned, in which the interview lasted about 20
minutes. Though only explored by the student, fraction manipulatives were made
available, to include: fraction bars and fraction discs (a picture of the fraction discs is
When solving the multiple groups problems, I made sure that I asked Tommy to
explain his reasoning step-by-step. At first, he was frustrated, but when seeing that his
answer did not even make sense when revisiting it, he slowed down and complied. For
example, in question three, Tommy wrote 5=20 mini cakes. He knew that 5 cups were
Tommy explained that x 4 = a whole and showed how this process (1/4 x 4) needs to
be carried out 5 times because 4 x 5 = 20. Though not changed in his written response,
Tommy was able to orally self-correct his mathematical reasoning. To help Tommy
explain each fraction piece, I followed up by asking, How does your answer relate back
to the facts in the question? In response, he spiraled back to the vocabulary work each
and explained how is the amount per group that has to be multiplied by the number of
cakes Bety wants while 5 cups, the answer, represents the total amount of frosting Bety
needs.
Brown 16
When solving question four, Tommys confidence increased. Before writing
anything down, he stated, Its 10! Its one little upgrade to survive the full invasion
its a Mind Craft thing, Ms. Brown. Though adding a video spin to his answer, he
showed signs of thinking proportionally. When asking the student, How can your
that in his mind, he knew that each cake takes 2/4 or cups, so in order to find enough
cups for 20 cakes, he multiplied 2/4 by 20- the same as cutting 20 in half. When
encouraging him to draw it out, Tommy drew what 2/4 looks like. He then went back and
saw that 2 halves makes a whole and proceeds to whisper count his 20 halves to get his
10 cups (Additive Coordination: Sharing One Item at a Time shown because each of the
After solving what Tommy knew to be the more difficult problems for him,
problems one and two were then solved. From question one, 1/2 was written. I asked
Tommy to explain; however, I could she the beginnings of frustration, so I let him pause
and go to the next question. Here, Tommy was challenged by the two-digit numbers
representing the amount per group mixed with a fraction for the total number. When
continued by saying, 1/3, so it would be 1,2,3; 1,2,3; 1,2,3? To help Tommy see that
fourths are needed to divide the whole number, 3, equally amongst the 12 people, I asked,
What about the in the 3 ? He thought about it and drew out 12 wholes with
partitioned thirds. Opposed to having the student start over and partition the sandwiches,
I asked, How can you show the 3 peanut butter sandwiches? Tommy made a group
Brown 17
for every 3 - (1/3 pieces)/partitioned wholes and found that he had partitioned enough to
started to act silly. In this event, the session ended; however, many next steps were noted.
AnalysisoftheChildsMathematicalThinkingDuringtheSecondInterview:
four from the second interview, the student was able to use multiplicative coordination.
This is the highest level of thinking (Empson & Levi, 2011, 25). This too is a big
conceptual leap, as initially, Tommy was unable to get past the given fraction, as it could
not be manipulated in order to solve the problem. Subsequently, initial multiple group
problems had to be revised on the spot. When asked to explain his work, Tommy too
demonstrated Additive Coordination: Sharing Groups at a Time (p. 25). Here, picture and
number pattern patterns were identified, allowing Tommy to group and combine his work
From the initial to the second interview, the conceptual leap shown for multiple
groups was not shown in the analyzed equal sharing problems. Tommy showed fluency
with one digit numbers being the value of the amount per group and total. However, two-
digit numbers for the same values were more difficult for him to solve. Tommy moved
using Non-Anticipatory Sharing and boarder line Additive Coordination: Sharing One
Item at a Time strategies (p. 25). In Tommys written response, Tommy partitioned his 12
Brown 18
wholes, representing the 12 people, in thirds, and it is when If it is half, split the half
up into thirds is stated, confusion about partitioning is shown in interview two. Not
knowing to split the half in the 3 (question four, interview two) shows that he is
guessing that everything must be split into thirds. For question three (from interview
however, a possible Ratios: Factors attempt was made according to Empson and Levi (p.
with his level of confidence and/or inability to focus for long periods of time. I took am
wondering if Tommy is now about to spiral back and reason through the initial multiple
groups problem that did not contain a unit fraction as its amount per group value.
conducted, I would have Tommy solve some Multiple Groups: Measurement Division
problems like problem four in the initial interview, as Multiple Groups: Multiplication
was honed in on for the second interview, in which Tommy had to find the total opposed
to the number of groups. Observing Tommys abilities when solving Multiple Groups:
inability to solve question four in the initial interview most likely due to the fraction not
find the unknown number of groups and increase in his conceptual understanding, as seen
when solving the two Multiple Groups: Multiplication problems in the second interview.
Brown 19
To help strength Tommys mathematical reasoning skills, he will be encouraged
more to use the manipultives. With this tool, he will less likely distort his pictures, as in
question four from interview two. Subsequently, he will be able to more clearly think
proportionally. Also, more practice with equal sharing problems with two-digit totals and
number of groups will greatly benefit Tommy along with more multiple group problems,
in general (multiplication and measurement division), without the use of unit fractions
would to assist Tommy in sharpening his reasoning skills based on my findings. At this
time, more practice of the above concepts is needed, as he needs to be more fluent and
result, more exposure to various strategies is needed opposed to exposure to new types of
problems.
challenging Tommys thinking, he was able to discover some of his mistakes and make
self-corrections to find and sometimes come close to finding the correct answer.
However, it was not only about having the student find the correct answer, but helping
him understand the why- what each piece represents and why certain strategies are
used. Often times, during focus lessons, I find myself explicitly modeling content.
However, during this assessment process, I found that it is okay for students to explore
and manipulate content on their own, as with the right, guiding questions, students have
the ability to manipulate and understand content on their own. Sometimes, its good to be
Brown 20
the facilitator, as I have found, more student knowledge is observed than giving a
multiple choice pre-test to access what students may or may not know.
students. Seeing what they know will allow me to provide more tailored in-class
problems to help all students excel opposed to only focusing on how to improve and
sharpen current grade level skills. With more exposure to challenging problems, students
will be able to make more connections in math and real-life. Ultimately, their knowledge
will transpire over into flexible groups, as they will not only benefit themselves, but they
too will help their peers make deeper and more meaning connections to content. As a
result, everyone will increase their conceptual knowledge at a faster rate, as ongoing
instruction and questioning will not only teacher led, but student led as well.
References:
Emperson, S.B., & Levi, L. (2011). Extending childrens mathematics: Fractions and
Lamon, S.J. (2011). Teaching fractions and ratios for understanding: Essential content
knowledge and instructional strategies for teachers (3rd ed.). New York:
Routledge.
Brown 21
Fraction Discs, as indicated in the Description of the Second Interview section:
Brown 22