Launching Story Problems to Support Children’s Mathematical Sensemaking

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Elementary Mathematics Instructional Practices (Table 5)

Abstract

We explored how 35 elementary school teachers “launched” (or introduced) fraction story problems to support children’s sensemaking. Findings include descriptive information about classroom routines as well as the identification and illustration of three ways to support children’s sensemaking: (a) explain story problem components, (b) encourage children to visualize the story, and (c) connect the story to children’s experiences. Teachers used these sensemaking options in isolation and in combination. Our study extends earlier work on launching by addressing three documented gaps—limited launching work with elementary-aged children, limited images of launching, and limited technical language for discussing launching. Also showcased is the power of storytelling during launches that can provide unique learning opportunities for story problems.

Authors

• Victoria R. Jacobs, University of North Carolina - Greensboro

• Katherine Collins, University of North Carolina - Greensboro

• Susan B. Empson, University of Missouri