Teaching multiplication of whole numbers in the Atlantic Provinces Educational [sic] Foundation mathematics curriculum : a resource for elementary teachers

Murphy, Naomi (2003) Teaching multiplication of whole numbers in the Atlantic Provinces Educational [sic] Foundation mathematics curriculum : a resource for elementary teachers. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (3MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

A tremendous shift in the conceptualization of teaching elementary mathematics has been re-popularized in the past ten years. This shift has recently influenced our Newfoundland and Labrador curriculum, largely through the efforts of the Atlantic Provinces Education Foundation (APEF). APEF directions are based on the changes advocated by the National Council of Teachers of Mathematics (NCTM), primarily in the Curriculum and Evaluation Standards for School Mathematics (1989). -- Teachers in Newfoundland and Labrador are currently in transition with their teaching roles in delivering the new mathematics curriculum. This project, designed for elementary teachers, addresses the teaching of multiplication of whole numbers in the APEF curriculum. Specifically, the project explores alternate algorithms and examines procedural and conceptual understanding in the teaching of multiplication in today's elementary classroom. In particular, changing conceptions of what matters for students to learn demand increased attention to alternate forms of task presentation and student response: oral, written, and model. Expectations of students' conceptual knowledge are broadened to consider language and number sense. Potential changes in assessment, reflecting the advocated shift, are then offered. Finally, an extensive list of sample tasks, pertinent to multiplication of whole numbers, is made available. It is the intention that this project will serve not only as positive food for thought in a changing conceptualization of teaching mathematics in general, but also as a resource for teachers of grades four to six, and perhaps at either side of this indicated range, in teaching the multiplication of whole numbers in the new APEF Mathematics Curriculum.

Actions (login required)

View Item