Day number routine: an opportunity to understand students’ uses of numbers and operations
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.21/13508 |
Resumo: | This paper presents a “Day Number” routine involving the four arithmetic operations with multi-digit numbers. Students are challenged to use numbers and operations, according to their knowledge, to create a train of calculationsin which the answer to one calculationis used to start the nextone. The result of the last calculationneeds to be the number of the day where the lesson takes place. Using a qualitative approach, we undertook an exploratory study that aims to identify the arithmetic knowledge that 3rdgrade students activate when they are free to use any numbers and operations to calculate mentally in the “Day Number” routine. We focused our analysis on the numbers, operations and mental calculation strategies used by the students. Data werecollected through direct observation, video recording, field notes and students’ own productions. The analysis of students’ work shows that most of them combinedthe four arithmetic operations envisioning to construct long trains. In all the four arithmetic operations, students useddecomposition strategies; in addition/subtraction they also usedsequential strategies, and in multiplication/division their options involvedvarying strategies. |
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7160 |
spelling |
Day number routine: an opportunity to understand students’ uses of numbers and operationsMental calculation strategiesMulti-digit arithmeticElementary schoolThis paper presents a “Day Number” routine involving the four arithmetic operations with multi-digit numbers. Students are challenged to use numbers and operations, according to their knowledge, to create a train of calculationsin which the answer to one calculationis used to start the nextone. The result of the last calculationneeds to be the number of the day where the lesson takes place. Using a qualitative approach, we undertook an exploratory study that aims to identify the arithmetic knowledge that 3rdgrade students activate when they are free to use any numbers and operations to calculate mentally in the “Day Number” routine. We focused our analysis on the numbers, operations and mental calculation strategies used by the students. Data werecollected through direct observation, video recording, field notes and students’ own productions. The analysis of students’ work shows that most of them combinedthe four arithmetic operations envisioning to construct long trains. In all the four arithmetic operations, students useddecomposition strategies; in addition/subtraction they also usedsequential strategies, and in multiplication/division their options involvedvarying strategies.RCIPLCarvalho, RenataRodrigues, Margarida2021-07-01T13:11:33Z20212021-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.21/13508engCarvalho, R., & Rodrigues, M. (2021). Day number routine: An opportunity to understand students’ uses of numbers and operations. Journal of Mathematics Education, 14(1), 28-46. DOI: https://doi.org/10.26711/007577152790062.1945-7502https://doi.org/10.26711/007577152790062info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-08-03T10:08:18Zoai:repositorio.ipl.pt:10400.21/13508Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:21:26.678037Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Day number routine: an opportunity to understand students’ uses of numbers and operations |
title |
Day number routine: an opportunity to understand students’ uses of numbers and operations |
spellingShingle |
Day number routine: an opportunity to understand students’ uses of numbers and operations Carvalho, Renata Mental calculation strategies Multi-digit arithmetic Elementary school |
title_short |
Day number routine: an opportunity to understand students’ uses of numbers and operations |
title_full |
Day number routine: an opportunity to understand students’ uses of numbers and operations |
title_fullStr |
Day number routine: an opportunity to understand students’ uses of numbers and operations |
title_full_unstemmed |
Day number routine: an opportunity to understand students’ uses of numbers and operations |
title_sort |
Day number routine: an opportunity to understand students’ uses of numbers and operations |
author |
Carvalho, Renata |
author_facet |
Carvalho, Renata Rodrigues, Margarida |
author_role |
author |
author2 |
Rodrigues, Margarida |
author2_role |
author |
dc.contributor.none.fl_str_mv |
RCIPL |
dc.contributor.author.fl_str_mv |
Carvalho, Renata Rodrigues, Margarida |
dc.subject.por.fl_str_mv |
Mental calculation strategies Multi-digit arithmetic Elementary school |
topic |
Mental calculation strategies Multi-digit arithmetic Elementary school |
description |
This paper presents a “Day Number” routine involving the four arithmetic operations with multi-digit numbers. Students are challenged to use numbers and operations, according to their knowledge, to create a train of calculationsin which the answer to one calculationis used to start the nextone. The result of the last calculationneeds to be the number of the day where the lesson takes place. Using a qualitative approach, we undertook an exploratory study that aims to identify the arithmetic knowledge that 3rdgrade students activate when they are free to use any numbers and operations to calculate mentally in the “Day Number” routine. We focused our analysis on the numbers, operations and mental calculation strategies used by the students. Data werecollected through direct observation, video recording, field notes and students’ own productions. The analysis of students’ work shows that most of them combinedthe four arithmetic operations envisioning to construct long trains. In all the four arithmetic operations, students useddecomposition strategies; in addition/subtraction they also usedsequential strategies, and in multiplication/division their options involvedvarying strategies. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-01T13:11:33Z 2021 2021-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.21/13508 |
url |
http://hdl.handle.net/10400.21/13508 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Carvalho, R., & Rodrigues, M. (2021). Day number routine: An opportunity to understand students’ uses of numbers and operations. Journal of Mathematics Education, 14(1), 28-46. DOI: https://doi.org/10.26711/007577152790062. 1945-7502 https://doi.org/10.26711/007577152790062 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799133484964380672 |