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Enhancing Fraction Understanding in Young Learners: Goals and Feedback Strategies

This session focuses on understanding the development of fraction concepts in K-4 students. Participants will learn to critique learning goals and develop success criteria connected to specific objectives. The importance of clear learning goals and descriptive feedback will be emphasized, demonstrating how to break down broad goals into manageable learning objectives. Engaging activities, including discussions with peers and collaborative assessments, will enhance participants' ability to provide targeted feedback and foster student understanding of fractional concepts in a variety of mathematical contexts.

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Enhancing Fraction Understanding in Young Learners: Goals and Feedback Strategies

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  1. Math CAMPPP 2012 Following the Map K-4 Breakout Four 1

  2. Learning Goals: Participants will: • understand the development of fraction understanding in young children • critique learning goals • develop success criteria linked to a specific learning goal • increase the ability to provide descriptive feedback

  3. The Great Learning Goal/Success Criteria Conundrum!!

  4. Growing Success: • Learning goals clearly identify what students are expected to know and be able to do, in language that students can readily understand. • Success criteria describe in specific terms what successful attainment of the learning goals looks like.

  5. Minds On: Pair-Square • With a partner, use the sheet provided to discuss which expectations are successful as learning goals. • Select one that is “too broad” as a learning goal, and break it down into a series of learning goals to make it more effective.

  6. Minds On: Pair-Square • With a partner, use the sheet provided to discuss which expectations are successful as learning goals. • Select one that is “too broad” as a learning goal, and break it down into a series of learning goals to make it more effective. • Join another group to discuss and share.

  7. To the Curriculum! • Pick a grade K – 4 • Find fractional concepts and understandings in: • Data Management and Probability: Green • Geometry and Spatial Sense: Orange • Patterning and Algebra: Pink • Measurement: Yellow

  8. Action: Descriptive Feedback • In “grade-level-ish” groups, consider the fraction question from this morning and the following expectations (learning goals) to identify some success criteria: • Divide whole objects and sets of objects into equal parts, and identify the parts using fractional names (grade 3) • Read and represent simple fractions (grade 4) • Discuss the following: What would students do that would be different from what we did when we solved this problem?

  9. Action: Descriptive Feedback • Using the student work provided, please create some descriptive feedback that you would give these students based on their work. • Use stickies to annotate the student work.

  10. Consolidation: Continuum • Circulate, and look at the student work as it is posted. As you are walking, think about whether you can identify a continuum of understanding. • Use the large stickies to annotate identifiable strategies, practices, and relationships.

  11. Consolidation: Continuum • Using the pirate gold question from the article Fair Shares, Matey, or Walk the Plank! (NCTM, April 2012), discuss how your feedback to students would change for this model.

  12. Reflection: Your Choice • It is by going down into the abyss that we recover the treasures of life. Where you stumble, there lies your treasure.Joseph Campbell • How are you going to bring these ideas back to your classroom?

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