Intervention Strategies to Teach Rote and Rational Counting

By

LITERATURE REVIEW AND DATA COLLECTION1

Introduction to Rational Counting1

Activities pursued for teaching Rational Counting3

Outcomes and Current stance of teaching Rational Counting5

Role of Teachers and Practioners10

Research Analysis and Intepretation: Articles in Scope14

Current Findings and Anticipations regarding Mathematics19

Key Outcomes: Knowledge, Expertise and Rapport27

Articles that support what I am going to examine30

Articles which have negative results36

METHODOLOGY38

Research Design38

Research Ethics38

Limitations of the Research39

Validity/Reliability39

Literature Research Criteria41

Search Strategy41

Keywords Used42

DISCUSSION AND ANALYSIS43

Teaching Strategies43

Model-Lead-Test Strategy44

Implications for Strategy Implementation51

Chuck E. Cheese's Token53

Merits of Chuck E. Cheese's Token54

Demerits of Chuck E. Cheese's Token54

Implications for Chuck E. Cheese's Token59

CONCLUSION62

Recommendations and Further Research62

REFERENCES65

LITERATURE REVIEW AND DATA COLLECTION

Introduction to Rational Counting

Education and learning are amongst the most essential components that make up our system of development and life altogether (Fuchs, Fuchs, Yazdian & Powell, 2002). Disciplines and subjects that are being taught and promoted not only call for children improvement, but also making way for progress.

The field of Mathematics education has made great strides in developing theories and research-based evidence about how to teach elementary school mathematics in a way that develops students' mathematical understanding (Juel, 1988).

Much of this progress has grown out of research projects that engage teachers in learning to teach mathematics (Kalchman, Moss & Case, 2001). However, to our surprise and astonishment, as important as the field is very rarely are expertise found in the light of mathematics and the discipline of numbers, there still exists a gap that would make way for progress (Geary, 2003).

Amongst the pursued projects that have been undertaken, these have not only shown what is possible for teachers and students but have also provided insight into how to support teachers in their own. Knowing the sequence of strategies allows teachers to interpret why a particular problem may be difficult for a child (Geary, Hamson & Hoard, 2000).

If we changed the numbers in the problem to six boxes and seven crayons in each box, we would not create much difficulty for a child who was direct modeling (Jordan, Hanich & Kaplan, 2003).

However, we might teach a child using a counting strategy, as the child may not be as efficient at counting by sevens and may use a less efficient counting strategy or direct model. Knowing the sequence of strategies enables teachers to create problems that challenge their students' thinking (Geary, Hamson & Hoard, 2000). At the same time, it avoids engaging students in strategies that do not make sense to them (Kalchman, Moss & Case, 2001).

Brain stimulating activities and exercises are necessary in order for people and children to make way for the development of both their cognitive patterns and further refine their ability and capacity to make way for understanding the proceeding outcomes, adding to the student profile and portfolio, making way for student development and their cognitive escalation (Geary, Hamson & Hoard, 2000).

With competence and comprehension in the field of mathematics, people consider it a privilege, holding the ability to become much more aware of the concepts that are being established during their pursuit of ...