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Mathematics
We know that all students are different and have different learning styles. We

should not restrict our lessons to only one method. This is especially true when it comes to

teaching mathematics concepts. What works for one student might not work for the next,

so it is important to give options for the students to pick their own form of leaning.

Likewise, the students should be given the opportunity to demonstrate their understanding

in a variety of ways whether verbally or written.

Using this philosophy, I taught a math lesson to 4th grade students on how to

“subtract 2-digit numbers with borrowing.” During this lesson I used base-ten blocks using

conceptual based instruction making a wide use of physical, pictorial, verbal, and symbolic

presentations for subtraction with 2-digit numbers (Slavin, 2018). Giving a more hands-on

model is just one method to help students clarify ideas that otherwise would be confusing

(Vandewall at el., 2013). I had my own base-ten blocks that were magnetized to the white

board. This allowed the students to see how they were expected to use the blocks.

Vandewall at el., (2013) states that having an understanding of numbers and their

place values is fundamental to help students better understand the use of basic

mathematical operations such as addition and subtraction. You do not want to give

students already grouped together 10s when first learning subtraction. You want them to

create the model or groups on their own (Vandewall at el., 2013). I think this is important

because students need to see that a group of ten ones turns into one ten. This is crucial for

students to understand the use of borrowing when learning to subtract multiple-place

numbers. This is how I started my lesson. I first allowed the students to explore base-ten

blocks. Garland (1990) states students should be given time before the lesson for free
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unguided exploratory work so they can test, probe, and experiment. Once I felt the students

were done “messing around” I wrote numbers on the board for the students to construct

using their base-ten blocks on place values mats. After the students made a few of the

numbers I asked them to make any number they wanted. I had a few students share their

numbers with the class.

Students get a better understanding from mathematics if they talk about, write

about, describe and explain their mathematic ideas (Vandewall at el., 2013). This process

will also help other students to hear the thought process of their peers and how they came

to a solution permitting them to learn from one another. Allowing for student to use their

communication skills fosters interactions and exploration of their ideas in the classroom.

When you are able to discuss your finding or talk out the problem it will help the students

to have a better understanding of the material.

The next part of the lesson we started off subtracting without borrowing, this was

done on the board and I asked for student’s help for each step. I would ask the student to

explain how they got their answers and their way of thinking at each step. Shumway

(2011) stated it is our job as teachers to help the students understand what is going on in

the student’s head by asking questions. In the next step of the lesson we moved onto

subtraction with borrowing. This step was done on the board with the students’ help. I

again asked for the students to explain their way of thinking at each step. Once I felt they

had an understanding I had them do the problems on their own. I walked around asking

students to explain to me how they found their answers.

When students are taught standard algorithms, this is thought to be “the one right

way.” But invented strategies can give students a range of different methods to use
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(Vandewall at el., 2013). These methods are typically faster and easier to do mentally,

because students are coming up with methods themselves. By allowing students to use

their own invented strategies they will better understand the problem in front of them.

Some students are not able to grasp the concept of standard algorithms, and because of this

they take longer to learn the materials. This is typically because they are memorizing

rather than understanding. Later in the unit when I was teaching word problems, one of the

students was adding left to right. I sat back and listened to him solve the problem. This was

the first time that I noticed a student solving a problem using an inventive strategy. This

stratagem worked better for him than the standard algorithm I introduced at the beginning

of the lesson.

Using models and algorithms in your classroom are important tools to help students

visualize math and give them a deeper understanding. When you are teaching mathematics

you want to give the students time to figure out their own way of solving the problem. The

students need to know that there are multiple ways to solve problems. When you allow

students to share their thought process with the class this can show other students

different ways of thinking. They also need to understand that the right way is what works

best for them.

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Reference

Garland, C. (1990). Mathematics their way: Summary newsletter. Saratoga, CA: Center for

Innovation in Education.

Shumway, J. F. (2011). Number sense routines: Building numerical literacy every day in grades

K-3. Portland, ME: Stenhouse.

Slavin, R. E. (2018). Educational Psychology: Theory and practice. NY, NY: Pearson.

Vandewalle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school

mathematics teaching developmentally (8th ed.). Upper Saddle River, NJ: Pearson.