How Do Manipulatives Help Students Communicate Their Understanding of Double-Digit Subtraction?
Multi-digit subtraction is difficult for students to learn. This study explores how second-grade students communicate their understanding of double-digit subtraction through the use of manipulatives. Using clinical interview and a variety of math tools, I created a venue to elicit students’ understanding of double-digit subtraction. The series of figures depicted the subtraction procedure using base ten blocks. Students’ reactions to the frames helped reveal cognitive constructs and difficulties that the handwritten algorithms were not conveying. For example, students who exhibited an understanding of the subtraction process had not yet developed an understanding of ten and 10 ones interchangeability. These results allowed me to interpret how students communicate their understanding of double-digit subtraction through the use of the tools.
A Meet & Greet at the ICELab will follow the candidate talk. All faculty and staff are welcome.
Tuesday, February 26 at 4:30pm to 5:30pm
Crawford Hall, 119
Gunnison, CO 81230