Third Graders' Interpretations of Subtraction Worked Examples: Matching Number Sentences and Visuals

• In Event: Marriott Roundtable Session 11
  In Roundtable Session: Improving Mathematics Curriculum, Teaching, and Learning: Focus on Number and Operations

Abstract

This study investigated 37 third graders’ explanations of subtraction worked examples shown in number sentence or visual form (ten frame or number line) and their justifications for which visual and numerical worked examples corresponded to the same subtraction strategy. Results showed that third graders gave more detailed explanations in number sentence form than in visual form; whereas, they had higher accuracy in matching number sentences to visuals than vice versa. When matching, they were more likely to reason sufficiently when identifying processes represented in the worked examples as opposed to reasoning about the order of the numbers. When using worked examples, teachers should make use of visuals to help students focus on how the visuals represent the operations.

Authors

• Lizhen Chen, Ohio University

• Laura Bofferding, Purdue University

• Mahtob Aqazade, Rice University

• Sezai Kocabas, Purdue University

• Ana Maria Haiduc, Purdue University West Lafayette