Curriculum Unit Topic Paper 2

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Curriculum Unit Topic Paper Ebonyia Newmon Barry University EDU 624 Instructional Design, Measurement and Evaluation Dr. Priva Fischweicher March 23, 2023

State Standard: MA.3.NSO.2.2 Explore multiplication of two whole numbers with products from 0 to 144, and related division facts. MA.3.AR.1.2 Solve one- and two-step real-world problems involving any of four operations with whole numbers. National Standard: 3.OA.B.5 Apply properties of operations as strategies to multiply and divide. Topic: Multiplication and Division Relationship Rationale: When students are presented with basic math equation, they feel empowered and motivated; however, when given a real word application the students are dreadful and tormented by the problem. Which causes the students to become unmotivated and scared of math; having this form of thinking can cause the student to not apply multiplicative thinking and reasoning (Fatayan et al., 2022). Once teachers remove the procedural process from learning, students become more engaged and active within the lesson. To make math fun, easy, and meaningful teachers must be creative and innovative when planning their lessons. Fatayan and his colleagues (2022) believe that problem-based learning can lead to optimal results which will provide encouragement and growth in the learning process. The implementation of the problem-based strategy allows the students to make a connection with the problem and provides contextual items surrounding their environment. This will motivate the students to practice frequently and constantly. Problem- based learning causes students to think critically, increase problem solving skills, and improve their communication skills. When using this strategy in your class, the students are more likely to become enthusiastic and energetic which will lead to increased curiosity (Fatayan et al., 2022).

Alongside using problem-based thinking, Malola and his colleagues (2021) collected data on third grade students in Australia, the group of students lacked multiplicative thinking due to the lack of conceptual understanding. The students were not confidently making the connection between multiplication and division. Multiplicative thinking is a critical skill that primary students need to be successful in mathematics. If students had the ability to use multiplicative thinking the students will be able to recognize when to use multiplication and division in a problem, as well as justify the solution using different strategies (Malola et al., 2021). As the researcher, I believe if teachers use both problem-based and multiplicative thinking students will be able to discover their misconceptions. Problem-based learning allows the teacher to be the facilitator, as the students take the active role, which causes them to understand the lesson and concept that is being taught. When teaching multiplication teachers should explain the meaning of both multiplication and division. Elementary students lack proficiency in multiplication and division because the students find it difficult, they are not trained, and the lack of accuracy when using the operations (Fatayan et al., 2022). For students to conceptually understand multiplication, the instructor must use composites (counting by twos, fives, and tens) and other numbers instead of counting by ones (Kosko, 2020). When teaching multiplication most teachers introduce the concept using manipulatives creating arrays. Arrays can be created with the use of manipulatives. Manipulatives can help increase multiplicative thinking because the students are able to conceptualize the relationship between multiplication and division, number of equal groups, number in each group, factors, and multiples. The students implementing manipulatives will help with understanding early place value. When using manipulatives teachers must be aware of how they are using manipulatives not the notion that they are being used. It is important that teacher’s model for the students how

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to move from use manipulatives as models of, to being models for, and lastly to become tools for their thinking. Students should see multiplication and division together rather than a separate process (Hurst & Linsell, 2020). In order for students to fully understand the concept of multiplication and division, division should not be taught after multiplication but simultaneously. When this strategy is used the students can think logically and understand how the big idea of math is systemically taught. When teaching multiplication and division the teacher should consider the three teaching stages: (1) Transitional stage (2) Multiplicative Stage (3) Fostering proportional reasoning stage (Malola et al., 2021). Once students can explore multiplication and division concurrently, they will have a better understanding between the relationship. Manipulatives plays an important part when teaching multiplication and division; however, the students must have an understand that at some point they must begin to think conceptually because the manipulatives will not always be used. For students to understand division, they must understand the strategies that are used in multiplication (Fatayan et al., 2022).

References Fatayan, A., Safrul, S., Ghani, A. R., & Ayu, S. (2022). The Implementation of Problem-Based Learning on Multiplication and Division Lessons in Improving Elementary School Students’ Learning Motivation. JTAM (Jurnal Teori Dan Aplikasi Matematika) , 6 (4), 857– 864. Retrieved March 23, 2023, from http://journal.ummat.ac.id/index.php/jtam. Hurst, C., & Linsell, C. (2020). Manipulatives and Multiplicative Thinking. European Journal of STEM Education , 5 (1), 1–14. https://doi.org/https://doi.org/10.20897/ejsteme/5808 Kosko, K. (2022). Using Arrays for Meaningful Multiplication. Mathematics Teacher Learning and Teaching PK-12 , 113 (9), 751–755. https://doi.org/https://doi.org/10.5951/MTLT.2020.0061 Malola, M., Stephens, M., & Symons, D. (2021). Key Teaching Stages for Developing Multiplicative Thinking in Students , 3 (1), 9–15.

Curriculum Unit Topic Paper 2

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