{"id":59957,"date":"2021-10-22T02:24:53","date_gmt":"2021-10-22T06:24:53","guid":{"rendered":"https:\/\/world.edu\/?p=59957"},"modified":"2021-10-22T02:24:53","modified_gmt":"2021-10-22T06:24:53","slug":"4-moves-to-make-math-visible-with-kids-using-counters","status":"publish","type":"post","link":"https:\/\/world.edu\/4-moves-to-make-math-visible-with-kids-using-counters\/","title":{"rendered":"4 moves to make math visible with kids, using counters"},"content":{"rendered":"

\"\"Let\u2019s say you\u2019re a parent helping a Grade 1 child with their math, and they\u2019re subtracting eight from 17, using small items \u2014 counters \u2014 like Smarties, multicoloured Rocket candies or Lego pieces.<\/p>\n

The child counts out 17 items. Then, they count eight of those items to take away. Finally, they start counting the remaining items.<\/p>\n

Here is where parents who haven\u2019t revisited math instruction for decades\u00a0get confused and want to show their child what they believe<\/a>\u00a0is a faster or better way: by picking up a pencil and paper to stack the 17 on top of the eight.<\/p>\n

Don\u2019t be surprised if your child brings home a few unfamiliar strategies. Many classrooms today embrace \u201cnumber talks<\/a>\u201d \u2014 what math educator Sherry Parish defines as discussions about computation problems \u201cdesigned to elicit specific strategies that focus on number relationships and number theory<\/a>.\u201d<\/p>\n

Making math thinking visible<\/strong><\/h4>\n

In the example above that involves subtracting eight from 17, parents may be thinking the next step in teaching a child is relaying the rule that you never take a bigger number from a smaller one.<\/p>\n

They may want to tell the child: \u201cYou can\u2019t take eight away from seven, so you borrow a 10 from the tens column \u2026\u201d That\u2019s when the parent and child both realize they are exactly where they started, subtracting eight from 17. Yikes!<\/p>\n

Instead of falling into the trap of showing and telling your preferred method for subtracting, mathematics educators recommend\u00a0listening to learners and talking about what they already know<\/a>.<\/p>\n

What the child says and does can be a resource for understanding subtraction.<\/p>\n

Here are ways parents or teachers could support a learner\u2019s strategy by helping make their thinking visible.\"\"<\/p>\n

Move No. 1: Make arrangements<\/strong><\/h4>\n

Talking about numbers involves understanding \u201chow muchness\u201d \u2014 for instance: how 17 is 20 less three, or how it\u2019s 15 and two more. Math educators talk about the importance of learning to \u201csubitze\u201d \u2014 learning to quickly see how many without counting, through quick visual recognition.<\/p>\n

Using counters helps students see quantities. This can be done by making specific arrangements with counters, like grouping counters into circles, rows or clusters of threes, fours and fives. For example, if the number 17 is arranged into subitized images of five, a child might say they see three fives and two remaining single units.<\/p>\n

\"\"

Seventeen seen as five, five, five and two. How would you subtract eight? (Marc Husband)<\/p><\/div>Prompting them to subtract eight might provoke a strategy where the child takes away five, and then another three. Depending on where the child starts taking away (from left to right versus right to left), they could be left with different subitized images: for example, two, five and two; or five and four.<\/p>\n

Such processes of \u201cdecomposing\u201d numbers \u2014 breaking down the eight into five, two and one \u2014 builds what\u2019s called\u00a0number sense<\/a>\u00a0(understanding how numbers are related).<\/p>\n

Move No. 2: Colour code<\/strong><\/h4>\n

\"\"

Using different colours can help kids see numbers within numbers. (Marc Husband)<\/p><\/div>Using two different colour counters can enhance a learner\u2019s ability to see activities\u00a0that are happening in their minds<\/a>.<\/p>\n

Supposing the child says, in subtracting eight from 17, they want to subtract seven first. You can then lay out seven green counters and 10 blue ones, and then remove seven green and one blue. Coding numbers with colours helps students to see numbers within numbers (that seven and one make eight).<\/p>\n

Move No. 3: Show the action<\/strong><\/h4>\n

When learners subtract, they\u2019re doing a mental action. Seeing this action with counters supports understanding the concept of \u201ctaking away.\u201d<\/p>\n

Let\u2019s continue with our example of 17 minus eight with the 17 organized into subitized images of five and two. If the child says that they want to subtract the seven first, a parent or teacher can illustrate this by pulling (in a downwards motion) the arrangements of seven, followed by one from the remaining 10.<\/p>\n

\"\"

Moving the counters demonstrates what thinking processes are happening. (Marc Husband)<\/p><\/div>Emphasizing the mental activities by doing and recording is beneficial for all learners. It may in particular also be a way for educators to seek to engage Indigenous learners. As math researcher and educator Lisa Lunney Borden writes, in a case\u00a0study of Mi’kmaw students in Atlantic Canada learning math, most Indigenous languages in Canada have verb-based origins, and language generates world views<\/a>\u00a0and cultural ways of knowing. From this perspective, emphasizing process and action in math may help engage Indigenous learners and affirm their identity formation whether or not they currently speak their ancestral language.<\/p>\n

Move No. 4: Check-in repeatedly<\/strong><\/h4>\n

While you\u2019re arranging counters, colour coding and showing actions to make ideas visible, you can support a two-way conversation by checking in multiple times with kids. Consider the following questions or prompts:<\/p>\n

\u201cCan you say it again?\u201d<\/strong>: If you\u2019re unsure what they did, don\u2019t be afraid to ask them to repeat it. Taking time to figure out what they did values their thinking and can be engaging for everyone, including the parent or educator.<\/p>\n

Gesture<\/strong>: When you move counters to make a learner\u2019s thinking visible, gesture by making a circle with a finger over the counters they say they\u2019re seeing. While colour coding, you might ask: \u201cWhat numbers do you see now? Show me the 10. Where\u2019s the seven? The one?\u201d Take turns gesturing over the counters to seek agreement on what you\u2019re recording.<\/p>\n

Go slowly<\/strong>: Students\u2019 thinking can happen fast, so slowing down what\u2019s happening in their head is a good thing. To support slowing down, ask questions like: \u201cWhat did you do first?\u201d<\/p>\n

Let the learner take the lead<\/strong>: If the learner says their strategy is: \u201cI subtracted seven first, then one more,\u201d pull seven counters down and ask them which counter (from the remaining 10) should be pulled down to make the eight. The learner might choose a counter different than you. There is no correct answer here \u2014 pulling the middle counter down, for example, might make it easier for them to see the remaining nine.<\/p>\n

We would love to hear how these moves support talking about math!<\/p>\n

Author Bios:<\/strong> Marc Husband is Assistant Professor, School of Education at St. Francis Xavier University and Heather Bourrie is a PhD Candidate, Mathematics Education at York University, Canada<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Let\u2019s say you\u2019re a parent helping a Grade 1 child with their math, and they\u2019re subtracting eight from 17, using small items \u2014 counters \u2014 like Smarties, multicoloured Rocket candies or Lego pieces. The child counts out 17 items. Then, they count eight of those items to take away. Finally, they start counting the remaining […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[4528],"coauthors":[11733],"class_list":["post-59957","post","type-post","status-publish","format-standard","hentry","category-education","tag-math"],"acf":[],"yoast_head":"\n4 moves to make math visible with kids, using counters - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/4-moves-to-make-math-visible-with-kids-using-counters\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"4 moves to make math visible with kids, using counters - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Let\u2019s say you\u2019re a parent helping a Grade 1 child with their math, and they\u2019re subtracting eight from 17, using small items \u2014 counters \u2014 like Smarties, multicoloured Rocket candies or Lego pieces. 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