Using the Multi-Modal Think Board

Mathematical ideas are abstract mental constructs. Representing abstract ideas in more concrete ways will help many students grasp abstract ideas more easily It is essential to have multiple ways of representation for teaching concepts In mathematics there are six commonly used modes of representation numbers, words, symbols, diagrams, stories and real things

Using Multi-Modal Think-Board to Teach Mathematics Khoon Yoong Wong Mathematics and Education Academic Group , National Institute of Education, Nanyang Technological University, Singapore, July 2004

Thinking/Working Mathematically: A Think-Board [Multi-Model] to Teach Mathematics

Using Multi-Modal Think-Board to Teach Mathematics Khoon Yoong Wong, Mathematics and Education Academic Group , National Institute of Education, Nanyang Technological University, Singapore, July 2004

e5
e5 Story- apply

Numbercalculate
Thinking/Working Mathematically

e5 Wordcommunicate

e5 Real Thing- do [eg: manipulative materials] e5 Symbolmanipulate [algebra]

e5 Diagram- visualise

Working/Thinking Mathematically Using Think Boards

Division of a decimal by an integer 0.4 2 = [zero point four divided by two] Task [a] and [c] most students no difficulty Task [d] to [f] more difficult When the task is changed to 0.4 0.2 = even [a] and [b] become difficult and most students would not be able to complete
Using Multi-Modal Think-Board to Teach Mathematics Khoon Yoong Wong

[a] Read this aloud - word [b] calculate its value [not with a calculator] - number [c] draw a diagram to illustrate the operation - diagram [d] demonstrate the operation using real objects - real thing [e] write a story or word problem that can be solved using this operation story [f] extend this operation to algebra symbol - symbol

Think- Board Use for: planning instruction reflection assessment

Questions

closed open ways to write good questions using open questions to differentiate tasks

What are ways to create good questions?

Peter Sullivan and Pat Lilburn Working backwards Adapt a standard question

How to Create Good Questions Peter Sullivan/Pat Lilburn

Open-ended Maths Activities, Peter Sullivan, Pat Lilburn, Oxford University Press 1997

Method 1: Working Backwards: Step 1 Identify a topic Step 2 Think of a closed question and write down the answer. Step 3 Make up a question which includes [or addresses] the answer eg: Money Total cost $23.50 I bought some items at the supermarket. What might I have bought and what was the cost of each item?

How to Create Good Questions Peter Sullivan/Pat Lilburn

Open-ended Maths Activities, Peter Sullivan, Pat Lilburn, Oxford University Press 1997

Method 2: Adapting a standard question: Step 1 Identify a topic Step 2 Think of a standard question Step 3 Adapt it to make a good question eg: Subtraction 731-256= Arrange the digits so that the difference is between 100 and 200

What are ways to create good questions?

The Question Creation Chart- Education Oasis 2006

Question Creation Chart (Q-Chart)

Is Who What Where When How Why Did Can Would Will Might

Directions: Create questions by using one word from the left hand column and one word from the top row. The farther down and to the right you go, the more complex and high-level the questions.

Topic del

Answer

Make up a questions which includes the answer

I bought some items at the supermarket and got $9.50 change. What might I have purchased and what did they cost? What 2 numbers below the number 100 might I have multiplied to get the answer 9? Represent the number 4 971 in as many ways as you can

$75.00

Number x Place Value

4 971

Volume and Capacity Area

A cubic structure A cubic structure is made up of 27 smaller cubes. Two of the smaller cubes are removed from the is made out of 27 smaller cubes larger structure. What might the structure look like? 24cm2 Draw some rectangles to represent an area of 24cm2 Draw some regular shapes to represent and areaof 23cm2

Peter Sullivan

Working/Thinking Mathematically Using Multi-modal Think Boards Khoon Yoong Wong 2004

Story- Apply
Linking real world mathematics to text book mathematics reinforces concepts and skills and enhances motivation for learning

Story- Apply
traditional word problems related to everyday situations reports in the mass media historical accounts of mathematical ideas examples from other disciplines

students can and should generate their own

Working/Thinking Mathematically Using Multi-modal Think Boards Khoon Yoong Wong 2004 Using the multi modal Think Board for Planning, Assessment and Reflection a series of lessons on a particular topic a lesson
consider carefully whether all or only some modes will be used in which sequence ie: determine the optimal combination perhaps begin with concrete manipulative materials and support/supplement with virtual [ICT] eg: students may be asked to explain why [a+b] = a+ b using number, diagram and real thing

Working/Thinking Mathematically Using Multi-Modal Think Boards

A Suggested Sequence
Real Thing Virtual Manipulative Number Word

Diagram

Story

Symbol
Academic Group , Khoon Yoong Wong 2004 National Institute of Education, Nanyang Technological University, Singapore, July 2004

Working/Thinking Mathematically Using Think Boards Teachers: For planning day to day, weekly, units of work For embedding the e5 For reflection For assessment -encompassing a variety of approaches For Students: For reflection For ways of demonstrating understanding/new understanding [elaboration/explanation/reflection ] For problem solving For ..

Turn and talk.

Khoon Yoong Wong, Using Multi-Modal Think-Board to Teach Mathematics Khoon Yoong Wong,Mathematics and Education Academic Group , National Institute of Education, Nanyang Technological University, Singapore, July 2004 -paper Peter Sullivan and Pat Lilburn, Open-ended Maths Activities Oxford University Press 2000 Andrew Fuller Creating Resilient Learners- The Get It! Model of Learning 2003 Paper John Hattie, Visisble Learning Routledge 2009 George Booker, Denise Bond, Len Sparrow and Paul Swan, Teaching Primary Mathematics 3rd Edition Pearson Prentice Hall 2004