Sarah Hudy S00102573 EDMA 202

Investigating Childrens Understandings of Mathematical Ideas and Concepts

Mental Computation
The ten-minute interview was based on Mental Computation; it consisted of addition,
subtraction, multiplication and division. When the particular child interviewed was
extremely stuck I allowed the student to write the sum down and try to work it out
using regular algorithm. I asked the student to work tell me the answer and then tell
me exactly they was she worked it out. The student is a grade 6 student and showed
some difficulties in a couple areas but most importantly 2 by 2 digit multiplication
which will be discussed where and how below. This found difficulty will be used to
design an activity to enhance the students ability to comprehend 2by2 digit
multiplication.

The Australian curriculum document
ACARA: Select and apply efficient mental and written strategies and appropriate
digital technologies to solve problems involving all four operations with whole
numbers. Code ACMNA123
Elaborations
Applying strategies already developed for solving problems involving small
numbers to those involving large numbers
Applying a range of strategies to solve realistic problems and commenting on
the efficiency of different strategies
This ACARA document is the goal for the student so achieve through the activity
from the information taken from the interview below.

Addition
1) 24+13=37 the student worked the answer out correct.
I asked her how she worked this out;
She answered with 4+3=7 and 20+10=30 the added then together
30+7=37
2) 127+33=160 students answered correctly; she said she did 7+3=10,
20+30=50 then 50+10=60 then added 100 to 60 =160
3) 50+40=90 answered correctly, she said she added 50+50=100 then she took
10 away which make it 90.
4) 88+45=133 student worked this out correctly; she said she worked it by
80+40=120 and 8+5=13 then 13+120=133.

Subtraction
1) 78-43=35 student also worked this out correctly she said she did 8-3=5 and
then 70-40=30 then added the 5 to 30 to make 35.
2) 152-107=45 firstly the student said 40 then thought
about it and said no thats not it, then couldnt work
it out, I asked her if she would have a go at writing it
down and working it out (figure 1). She did and
worked it out correctly with the answer coming to 35.
Then showed me that she is able to do the sum just
the larger number where harder for her to compute
in her head.
3) 77-66=11 the student answered it correctly after a while of thinking, I asked
her what she was thinking and she said she was a little confused but
imagined it written down and worked it out in her head like she was writing
down the sum.
Multiplication
1) 7x8=56 student answered correctly extremely fast. I asked how she
answered it so fast; she explained that she always remembers 5-6-7-8. 56 is
the answer and 78 is the question. And that it is her teachers favourite times
table to ask.
Figure 2
2) 33x11=363 she took a while and I could see
her trying to use her fingers to count things
out. She finally said I dont know. I
proceeded to ask if she would write it down
and work it out on paper. She proceeded to
do so. She first did 3x1=3 and 1x3=3 then
looked at me and asked me what
This is where she firstly put
the Zero
And then she
proceeded to put
a Zero here
Figure 1
next, I suggest maybe it needed a 0 somewhere and she said that right and
then put it next to the 33 on the left then rubbed it out and put it to the right,
she then looked at it and said Im not sure. ( Refer to figure 2)
3) 2x15=30 she answered this correctly and explained that she just did 15+15
4) 12x4=48 also answered correctly she explained that she did 2x12=4 then
doubled it to get 48.
5) I asked one more 2 by 2 digit multiplication to see if was just the sum before
that she struggled on, so I asked 12x22=264, she paused for a little bit and
was again counting on her fingers then again said its too hard.
Strengths and Weaknesses
Taken into consideration all questions asked to the student it is evident that she
struggles with 2 by 2 digit multiplication not only using mental computation as this
was what was asked and what the interview was based on, but also getting the
student to try and work the sum out on paper which also made it evident that this
was a weakness of hers and will be used to construct a activity to help enhance her
2 by 2 multiplication skills in traditional algorithm and mental computation..

Within the interview there where also strengths evident, her mental strategies for
working out simple multiplication for example 7x8 was extremely interesting how it
has become a strategy to remember the answer. Although she was able to work all
multiplication correctly except for the 2 by 2 digit sums she was a fraction slower at
working out multiplication then the other strands asked. Her ability to answer addition
question substantially fast and accurate was backed up with her explanations of how
she worked them out.
Research Literature
Hartnett (2007) states that the syllabus documents in all states of Australia advise
teachers to take an approach focusing more on mental computation as part of a
range of strategies and less on traditional written algorithms. When devising the
follow up activity this statement will be taking into consideration and will become
apart of the goal for the student.

According to Baker (n.d) states that mental calculation traditionally called for little
more than rote learning and the ability to recall basic facts with little understanding
and knowledge and that mental computation called for much more than that. It
consists of strategies that can be used to construct rapidly answers to addition,
subtraction, multiplication and division questions. It requires thinking skills as well as
simple recall (Natural Maths n.d). It was evident that this was something that the
student can do for addition and subtraction but then struggles with multiplication. She
didnt have the skills and knowledge to be able to give the answer worked out in her
head or to work it out using traditional algorithm. This information will be used to
construct the follow up activity to enhance the children weaknesses.

According to QCA (1999) when a student is carrying out a calculation mentally it is
not the same as doing a traditional paper and pencil algorithm while mentally
picturing it in their head rather than putting it on paper. When the student was asked
simple multiplication questions it was evident that she knew them and had been
possibly doing them in class as she would very quickly answer the question. It is
clear that there are advantages in expecting children to use mental calculation
methods for calculations, which might traditionally have been done with a standard
paper and pencil algorithm. Such advantages include a stronger number sense,
better understanding of place value and more confidence with numbers and the
number system (QCA 1999). The student lacked the confidence with numbers when
being multiplied together.

During a lesson on mental computation, calculations need to be managed in a way
that will enable all children to take part. They need to be set and planned to provide
some thinking time that enables a rapid rather than instant response and supports
those children that may need a longer time to figure things out (QCA 1999). For this
student to gain further knowledge and confidence with mental computation especially
in multiplication she need to be given the opportunity to be able to think about what
she needs to be working out and the best strategy to work it out. Through the activity
that will be constructed for this student it will give her the opportunity to think about
what she is working out and will give her materials to work with to help with the
thinking process. Using Material Language and then finally the symbols will help the
student to capture the strengths needed to be able to mentally compute a
multiplication sum asked of her.
Multiplication sums
for Activity


Approach/activity to improve or extend the students knowledge and
understanding in multiplication and mental computation
Targeting curriculum documents:
Select and apply efficient mental and written strategies and appropriate digital
technologies to solve problems involving all four operations with whole numbers.
Code ACMNA123

Intended learning outcomes:
Applying strategies already developed for solving problems involving small
numbers to those involving large numbers
Applying a range of strategies to solve realistic problems and commenting on
the efficiency of different strategies
Materials:
Maths book
Pencil
Eraser
Calculator
Hundred chart
MAB blocks
Activity:
To take the student back to basics with 2 by 2 digit multiplication, the student will be
given a variety of sums ranging from easy to hard.














11x11=121 12x12=144 10x16=160 13x13=169
15x12=180 20x30=600 22x13=286 14x13=182

The student will be asked to write these in her maths book using traditional algorithm
style

Example;




Once she has written all sums out without answering them out she will need to be
explained about the Zero concept and where it goes.
Explain to her that you work the first sections out then where to put the zero, this
could be done by explaining and/or doing the first sum with her.



11
x 11
________
11
+ 110
121


Once this has been done explain the next stage.
That she needs to multiply again.


Then explain to her that she needs to add the two answers.

All these steps can be done with the student to understand the concept of multiplying
2 by 2 digit numbers.

Before the student attempt to do the multiplication sums using traditional algorithm
give the student the opportunity to make the sums with materials.
The student will be given a place value (appendix 3) chart and using MAB block
(appendix 4) and the information provided about working the sum out on paper could
visually be done using the materials.

11
x 11
_________
_________

This is where to Zero is to be
placed
Once the student has visually done 4 or more of the sums with the materials
provided, ask the student to now attempt all the questions using the traditional
algorithm. Giving little to no help with the working out to see how she understands
the concept. While this is being done ask her to try and work out patterns or ways
that she will be able to visually to the sum if asked to do it using mental computation.



Justification or Activity



This activity has been designed to help the student engaged in the understanding
and thinking process of 2 by 2 digit multiplication. As stated above the multiplication
sums need to be set and planned to provide some thinking time that enables a rapid
rather than instant response and supports those children that may needed longer, in
this case this particular student does need a little extra time to work the sum out
mentally (QSA 1999). This activity will enable this student to see the sum in front of
her, work it out using the materials then work it out using the traditional algorithm,
which then can leads onto being able to mentally compute the sum.

This activity should also help her gain the confidence with number, which leads to a
greater number sense (QCA1999). When designing the activity the statement about
the, syllabus documents in all states of Australia advise teachers to take an
approach focusing more on mental computation as part of a range of strategies and
less on traditional written algorithms was taken into consideration (Hartnett 2007). It
has been designed to allow the student to still engage in traditional algorithm for the
reasoning of strengthening the capability of mental calculations.











Reference List


Baker,J & Baker, A (n.d.) Natural Maths; Mental Computation. Retrieved from
http://naturalmaths.com.au/mental-computation.php

Hartnett, J (2007). QUT Digital Repository: Categorisation of Mental Computation
Strategies to Support Teaching and to Encourage Classroom Dialogue. Retrieved
from http://eprints.qut.edu.au/14323/1/14323.pdf

The Australian Curriculum. (2012). Content description ACMNA123. Retrieved from
http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELA1472

QCA (1999). The National Numeracy Strategy: Teaching mental calculation
strategies guidance for teachers at key stages 1 and 2. Qualifications and
Curriculum Authority; Great Britain.






Appendix 3
Appendix 4