Educational Resources

1) A Learning and Teaching Resource for Mental Computation Strategies

The folder cards are each made from large square sheets of card, in various colours. For the most part, each cards is very close to foolscap or A4 size, with a couple being slightly larger or smaller. To create each card, the card was firstly ruled up to size and then cut into the appropriate size and folded where necessary. Pictures were then printed out and glued on to the card. A border was then drawn around each section on the cards. On the back of the cards is a small sheet of card glued on, this details the strategy cluster and the number facts included on that card, as well as the words ‘EDX1280 Semester 2 2013’.

2) The Purpose of the Mental Computation Folder Cards 

The purpose of folder cards is to practice the various strategies instrumental in learning addition, subtraction, multiplication and division. It is not designed to introduce these strategies, rather to practice and reinforce them so that the student can become proficient and confident in using these strategies in a less scaffolded environment.  For this assignment, there are two content descriptors which are relevant. The addition and subtraction cards are first introduced in Year One, in the Number and Algebra strand. The sub-strand is Number and Place Value, and the content descriptor reads, “Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)”. The elaboration is “developing a range of mental strategies for addition and subtraction problems”. (ACARA, n.d.) For the multiplication and division folder cards, this concept is first introduced in Year Four, in the Number and Algebra strand and the Number and Place Value sub-strand. The content descriptor is, “Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder (ACMNA076)” and the elaboration is “using known facts and strategies, such as commutativity, doubling and halving for multiplication, and connecting division to multiplication when there is no remainder” (ACARA, n.d.). The language model used for these cards should be predominantly children’s language, as these cards deal with objects and use phrases such as ‘Here are three crocodiles, and there are three more crocodiles. How many are there all-together?’ The focus here is on students understanding the various strategies that are needed, so at this stage students use familiar terms and concepts. These strategies would be introduced after introducing the basic ideas of addition, subtraction, multiplication and division respectively. These cards should be introduced after these strategies have been introduced and each child has an in-depth understanding of how and in which situation the strategies should be used. The cards are excellent for demonstrating this strategies in a non-threatening, tactile manner, and thus are a good way to practice the strategies.

References

Australian Curriculum, Assessment and Reporting Authority (n.d.).Foundation to Year 10 Curriculum. Retrieved from http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10