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Journal 5
FromthearticleIlearnedthattherearetwodifficultiesstudentshavewiththestandard
divisionalgorithm.Thefirstinvolvesfindingthemaximumamountadivisorcangointoa
dividend.Withasmallernumberthiscanbeeasilydone,butstudentshavedifficultieswhenthe
dividendisalargenumber.Anotherdifficultystudentsfaceismakingahabitofmultiplyingthe
divisorbyasingledigitnumber.Ifthedividendisalargenumberasingledigitquotientwould
betoosmalltofindaneffectivesolutionwithinthealgorithm.
Thearticlehighlightedthedifferentstrategiesstudentsusetomakesenseofthestandard
algorithmofdivision.Inoneexamplethearticlehighlightedadivisionproblemthatask,how
couldyoudistribute231M&Msevenlyamong5containers?Forthisproblemstudents
wouldcreateabinchartandallocateM&Mstoeachbin.Theywouldcontinuetoallocate
M&Msintoeachbinuntiltheyareleftwitharemainderthatislessthan5,becausethere
are5binstodistributecandyto.Whilethisstrategyiseffective,thearticlenoteda
simplerstrategy(figure3)thatcanhelpstudentssuccessfullyanswerthedivision
problem.Inthearticlescomputationtherearemultiplequotientsthatareaddedattheend
togiveafinalanswer.
Ausefulinformationdetailedinthearticleencompassedsolutionstrategiesthat
canbeusedtohelpstudentsunderstandthestandarddivisionalgorithm.Withinthegiven
strategystudentswereinstructedtodrawpicturestorepresentsolutions,whichis
depictedinfigure5.Theteachercreatedabridgetothestandarddivisionalgorithmby
introducingtheideaofaninventoryform.Shetaught
Tomoveinthisdirection,wecreateabridgebyintroducingtheideaofaninventory
formonwhichthestoreroommanagerkeepstrackofthenumberofcandiesinthe
storeroom(seeg.6).Now,weencouragethestudentstorecordtheunpackingand
distributingontheinventoryform,ratherthanthroughadditionaldrawings.Figure7
illustrateshowTomusedtheformtorecordhisthinking.Notethattheprocessof
keepingtrackontheformfunctionsasanexpandedversionofthestandardalgorithm.
Thereare1627lemoncandiesinthestoreroom.Mr.King,thestoreroommanager,needs
todividetheseevenlyforshipmenttothecompanys13retailshops.Howmanylemon
candieswilleachshopreceive?
Initially,weencouragestudentstodrawpicturestorepresenttheirsolutions.A
representativepictorialsolutionisshowningure5.Thestudentusedonebinto
representeachstore.Sheexplainedthatbecausetherewerenotenoughcasestoputone
caseineachbin,sheopeneduptheexistingcasetoget10boxes.Addinginthe6boxes
shehadalready,shenowhad16boxes.Shedistributedoneboxtoeachstore,endingup
with3boxes.Thensheopenedthese3boxes,getting30rolls.Addingthesetothe2rolls
shealreadyhad,thestudentnowhadatotalof32rolls.Shedistributed2rollstoeach
store,a