Project Description
Addition and subtraction are foundational skills for many aspects of mathematics. Basic number sense is the foundational skill for addition and subtraction. Number sense is defined as “a well organised conceptual framework of number information that enables a person to understand numbers and number relationships and to solve mathematical problems that are not bound by traditional algorithms.”(Way) After teaching for several years and puzzling over the lack of addition and subtraction fact fluency from my students, I realized that there was a larger problem than not knowing math facts. Some of my students do not even have a basic grasp on what a number is nor do they understand how numbers are related to each other. I would like students to have a strong understanding of numbers and number relations as well as be able to transfer this knowledge to more difficult mathematical tasks.
In order to address this major gap in foundational knowledge and improve students’ mathematical skills, I decided to integrate an iPad center into my math time daily. This will require 2-5 iPads and the math app Native Numbers. Student growth will be measured by anecdotal notes, graphed progress from Native Number’s dashboard, as well as improved scores on number ordering and writing fluency tests. Furthermore, I will know that this goal has made a full impact by increased addition and subtraction fact fluency scores.
In order to address this major gap in foundational knowledge and improve students’ mathematical skills, I decided to integrate an iPad center into my math time daily. This will require 2-5 iPads and the math app Native Numbers. Student growth will be measured by anecdotal notes, graphed progress from Native Number’s dashboard, as well as improved scores on number ordering and writing fluency tests. Furthermore, I will know that this goal has made a full impact by increased addition and subtraction fact fluency scores.
Reference
Way, J. (n.d.). Number sense series: Developing early number sense. Retrieved from http://nrich.maths.org/2477