Multiplication
Multiplication
Learners with learning difficulties find it hard to perform math skills at an abstract level and its affects their performance. Therefore, teachers should connect the concrete and drawing experiences of the student and abstract level instructions. Students find it hard to understand multiplication, and this impacts their performance. Multiplication can be understood at the abstract level (Wolff, 1996). Multiplication entails repeated addition. Multiplication entails scaling one number using another (Greshman, Ortiz & Brumbaugh, 2006). Wholes numbers greater than one can be calculated through repeated addition. Teachers differ on the numbers to be considered number of copies, and whether mathematics should be introduced to learners as repeated addition. Multiplication of fractions and real numbers is based on repeated addition. In addition, multiplication can be done using arranged objects. In this case, students count the arranged objects (Greshman, Ortiz & Brumbaugh, 2006).
Mathematics can be taught at an abstract level. In this case, the educators model the mathematics concept at an abstract level using numbers, symbols and notation. Multiplication can also be modeled at an abstract level using numbers. Multiplication can be taught as repeated addition using different strategies (Brumbaugh, 2003). In this case, students will learn how to perform multiplication as repeated addition. Students will solve multiplication problems at an abstract level after learning mathematics (Greshman, Ortiz & Brumbaugh, 2006). Various instructional strategies can be used to teach students multiplication. The instructional strategies include direct instructions, interactive and indirect. In direct instruction strategy, the teacher directs the learning process. The direct instructional strategy helps develop student skills as the teacher follows the progress of the student. Direct instruction strategy ensures learners participate in learning and construct knowledge. The educator connects to the learner’s prior knowledge of multiplication with the new concept of multiplication through repeated addition. Another strategy is indirect instruction. In this case, the educator does not guide the learning process (Brumbaugh, 2003). Indirect instruction is student centered, and students actively participate in the learning process. Further, scaffolding instructional strategy is useful when teaching students multiplication at an abstract level. Instructional scaffolding is aimed at promoting deeper understanding of multiplication. The educator provides support to the children and tailors the instructions based on his or her needs. Students should understand the math concept at the concrete level. Using manipulative to enable students understand concepts by manipulation objects to solve problems. This prepares students to solve multiplication problems at the abstract level (Brumbaugh, 2003).
Students will be assessed prior to, during and at the end of learning multiplication of numbers through repeated addition. The students will perform multiplication problems using repeated addition. Assessing students before teaching multiplication will help determine their prior knowledge on multiplication. This will help in building background by connection the prior knowledge and the current topic. Assessing students when learning multiplication will determine their understanding of the concept and make necessary changes. It will help determine their strengths and limitations. Assessing students after learning will determine whether students have achieved the learning outcome. Students will demonstrate an understanding of the multiplication process and concept of repeated addition if they manage to solve the multiplication problems given (O’Meara, 2010).
Reference
Brumbaugh, D.K. (2003). Teaching K-6 Mathematics. Routledge
Greshman, G., Ortiz, E., & Brumbaugh, D.K. (2006). Teaching Middle School Mathematics. Routledge
O’Meara, J. (2010). Beyond Differentiated Instruction. Corwin press
Wolff, J. (1996). Multiplication. Lorenz educational press
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