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Capturing Children's Multiplication and Division Stories
Author(s): Kelly K. McCormick and N. Kathryn Essex
Source: Teaching Children Mathematics , Vol. 24, No. 1 (September 2017), pp. 40-47
Published by: National Council of Teachers of Mathematics
Stable URL: https://www.jstor.org/stable/10.5951/teacchilmath.24.1.0040
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St r es Learn the value of having students create their own stories and pictures to represent number sentences as classroom assessments. Kelly K. McCormick and N. Kathryn Essex
and
Capturing Children’s
Multiplication Division
40 September 2017 • teaching children mathematics | Vol. 24, No. 1 www.nctm.org
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Copyright © 2017 The National Council of Teachers of Mathematics, Inc. www.nctm.org. All rights reserved. This material may not be copied or distributed electronically or in any other format without written permission from NCTM.
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A third-grade student wrote the following repeated-addition story as part of an assessment given to 583 third graders near
the end of the school year (see fig. 1).
Once a group of five little marbles were walking. They ran into five more marbles. Now the five is ten. Five more marbles came by. Now a group of fifteen marbles are walking, and then they all bought lollipops.
We had asked the children to “make up a story and a picture about marbles for this number sentence: 3 × 5 = 15.” Students in this study came from pre- dominantly low- to average-income fami- lies living in three distinct geographical areas within the United States. We also collected work, which included a similar division task, from these students at the end of their fourth-grade year. In this article, we present findings describing the children’s multiplication and division stories and discuss the value of having students create their own stories and pic- tures as classroom assessments.
We wanted to capture and examine the children’s understanding of multiplica- tion and division. Research suggests that providing a foundational understanding of the meaning of an operation sup- ports students’ competence in problem solving and computation (Fuson 2003). Correspondingly, understanding multi- plication is a powerful tool; multiplica- tion is a primary operation that can be properly defined so it is fundamental for representing and solving many different situations (Otto et al. 2011). When solving word problems, children—
frequently choose an operation without making sense of the choice. . . . Know- ing why an operation is an appropri- ate choice for a solution strategy is an important part of establishing a robust understanding of mathematics. (Otto et al. 2011, p. 15)
Children’s
www.nctm.org Vol. 24, No. 1 | teaching children mathematics • September 2017 41
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42 September 2017 • teaching children mathematics | Vol. 24, No. 1 www.nctm.org
The Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) clearly emphasizes the importance of understanding the meaning of multiplication and division; CCSSM states that developing an understanding of multiplication and division is one of four criti- cal areas in third grade, when students are to—
develop an understanding of the mean- ings of multiplication and division of whole
numbers through activities and problems involving equal-sized groups, arrays, and area models; this includes understanding the meanings of whole number multiplica- tion and division. (CCSSI 2010, p. 21).
Third graders are to—
interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. (CCSSI 2010, p. 23)
These standards state that third graders should be able to—
interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the num- ber of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are par- titioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. (p. 23)
CCSSM extends this focus to fourth grade, when students should be able to “interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5” (p. 29) and to the fifth, sixth, and seventh grades, when students should learn to “apply and extend previous understandings of multi- plication and division” to fractions and rational numbers” (pp. 34, 41, and 48).
Having children create their own multiplica- tion and division stories and pictures provided us with rich information about their under- standing of these operations. As educators, we could show students how to represent a prob- lem situation, but we learn more about their understanding of the operation and quantities involved when they create their own stories (Otto et al. 2011). In addition, because we rec- ognize the importance of children concurrently developing an understanding of multiplication and division and the relationship between the operations (CCSSI 2010; Fosnot and Dolk 2001; Mulligan and Mitchelmore 1997; Otto et al.
F IG
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wrote this repeated-addition story and drew a picture for the number sentence 3 × 5 = 15.
Story:
Picture of marbles:
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was 5 + 5 + 5 = 15.
Story:
Picture of marbles:
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multiplicative story about equal groups for the number sentence 3 × 5 = 15.
Story:
Picture of marbles:
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www.nctm.org Vol. 24, No. 1 | teaching children mathematics • September 2017 43
groups of objects in two ways: each group repre- sents one thing at the same time it is a number of things. Before constructing the idea of unitizing, number is used to represent single units—six represents six marbles (Fosnot and Dolk 2001).
As Fosnot and Dolk (2001) note, children do not construct mathematical ideas in any set or ordered sequence. “They go off in many direc- tions as they explore, struggle to understand, and make sense of the world mathematically” (p. 18). We saw evidence of this when some of the children’s stories contained elements of both additive and multiplicative thinking. For exam- ple, the story in figure 4 starts with one group of marbles, and then two more groups are added.
Last, we also found multiplicative compari- son stories. Multiplicative-compare situations are about two sets; one set is a multiple of the other (Van De Walle et al. 2013). In these stories, a comparison is made between the amount in one group and the amount in a number of groups of the same size. For example, in the story shown in figure 5, the number of marbles in one group of three is compared to the num- ber in five groups of three.
Of the 583 students who were a part of this
2011; Russell 2010; Van De Walle et al. 2013), we collected work that represented the children’s understanding of both operations.
Children’s multiplication stories To better examine children’s understanding, we designed tasks that allowed us to explore the different types of multiplication and division stories that children compose. How children model a situation reflects their reasoning, and their explanation of their thinking guides their way of representing the situation and any expression or equation that they write (Otto et al. 2011). Thus, we decided to ask the children to create narratives and diagrams about marbles to model equations. Being provided with the context of marbles allowed the children to focus on the mathematics in the task; it made the task less time intensive by narrowing the pos- sibilities of the stories’ context and by reducing the time it took for children to draw a diagram, while still capturing their understandings of the meanings of multiplication and division. We then developed a coding scheme based on their work. We discovered that the children’s correct multiplication stories could be categorized into the following groups: stories—
• about repeated addition;
• about equal groups;
• with both multiplicative and additive aspects present; and
• about comparison situations.
We coded stories about adding three things five times or five things three times and multi- plication stories about repeated addition. With these types of stories, children wrote about having one group of five marbles, then hav- ing another, and then a third. For example, in figure 2, the child writes a story for which the mathematical structure is 5 + 5 + 5 = 15.
The multiplicative stories were about equal groups (see fig. 3): either three groups of five things or five groups of three things. The devel- opment from repeated addition to multiplica- tion requires children to understand a higher- order treatment of number, unitizing, in which groups are counted as well as the objects in the group (Fosnot and Dolk 2001). Children must be able to think about the numbers involved with
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additive aspects present as well as a picture for the number sentence 3 × 5 = 15.
Story:
Picture of marbles:
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a multiplicative-compare story and picture.
Story:
Picture of marbles:
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44 September 2017 • teaching children mathematics | Vol. 24, No. 1 www.nctm.org
Let’s chat! On the second Wednesday of each month, TCM
hosts a lively discussion with authors and TCM readers about a topic important in our field.
You are invited to participate in the fun.
On Wednesday, September 13, 2017, 9:00 p.m. EDT, we will discuss “Capturing Children’s Multiplication and Division Stories”
by Kelly K. McCormick and N. Kathryn Essex. Follow along using #TCMchat.
You can also follow us on Twitter@TCM_at_NCTM and watch for a link to the recap.
study, 345, or 59 percent, wrote a correct story; 312 children also drew a correct picture. Fifty- two children wrote an incorrect story but drew a correct picture. Figure 6 shows an example of an incorrect multiplication story and pic- ture. Among the 345 correct stories, 262 were multiplicative stories, 28 were additive stories, 46 stories had both additive and multiplicative aspects, and 9 were comparison stories (see fig. 7). Thus, the majority of students who wrote correct stories exhibited the ability to think about equal groups; they had constructed the big idea of unitizing, which underlies the under- standing of place value, multiplication, and divi- sion (Fosnot and Dolk 2001).
Children’s division stories The fourth-grade division story task mirrored the multiplication task:
Make up a story and a picture about marbles for this number sentence: 18 ÷ 6 = 3.
Once again, we looked at not only the correctness of students’ responses but also the different types of stories composed. Division stories, like mul- tiplication stories, are about equal-size groups.
We coded stories about sharing items equally across a given number of groups as fair- sharing or partitive-division stories. The three examples of the fourth graders’ stories (see fig. 8) demonstrate that these children have a strong understanding that 18 ÷ 6 = 3 means that eighteen objects are divided equally into six groups and that there are three objects in each of the groups. Their stories show they understand that the groups must be equal, and their questions focus on the number of objects in each group.
Repeated subtraction or measurement division stories had contexts in which a given number of marbles were repeatedly subtracted from the whole group. We found fewer exam- ples of these stories in fourth graders’ work. Three examples of fourth graders’ stories (see fig. 9) demonstrate that these students have a strong understanding that 18 ÷ 6 = 3 means that eighteen objects are divided into groups of six and that three groups of six objects are in eighteen. With a repeated subtraction problem (see fig. 9a), the question is, “How many sixes are in eighteen?” However, because we had
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the number sentence 3 × 5 = 15 is incorrect.
Story:
Picture of marbles:
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constructed the big idea of unitizing, which underlies the understanding of place value, multiplication, and division.
Third graders’ correct multiplication stories
Multiplicative 262 Additive 28 Additive and multiplicative 46 Multiplicative-compare 9
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www.nctm.org Vol. 24, No. 1 | teaching children mathematics • September 2017 45
asked the children to “make up a story [not a problem] and a picture about marbles for this number sentence: 18 ÷ 6 = 3,” the story shown in figure 9b also demonstrates a correct under- standing of division. Even though the child does not directly pose the question, “How many sixes are in eighteen?” she explains how to determine the number of sixes that are in eighteen by repeatedly subtracting six from eighteen, twelve, and then six; and as the child then states, after that, “there were no marbles left, so the answer was 3.” If this were a class- room assessment, a follow-up question would be to ask this student what the three in her story means to ensure that she understands that the three is three groups of six.
Some children wrote correct stories for this task that we coded as multiplication stories (see fig. 10). In other words, the action in the story was about finding out how many marbles were in three groups of six objects or six groups of three. This suggested to us that these children understood that multiplication and division may be used to represent the same situation, that is, situations involving a given number of equal-size groups. Mulligan and Mitchelmore (1997) also found that children naturally relate these two operations and that when they do, they do not necessarily find one more difficult than the other, again emphasizing the impor- tance of providing children with opportunities to link the operations of multiplication and division more closely.
In the fourth grade, 356, or 61 percent of the 583 students, wrote a correct division story, and 309, or 53 percent of all the children, also drew a correct picture. An additional 42 students drew a correct picture but did not write a cor- rect story. Among the correct stories, 280, or 79 percent, were stories with fair-sharing con- texts. Another 46 students, or 13 percent, wrote stories with repeated-subtraction contexts. Eleven students wrote equal-group division stories that had neither a fair-sharing nor a repeated-subtraction context. One child wrote a comparison story. Eighteen students wrote multiplication stories.
In the classroom Research highlights students’ difficulty solv- ing story problems; they often guess at which operation to use to solve a problem if they do
not understand what the operations mean ( Verschaffel et al. 2007). For students to develop adaptive expertise in interpreting problems and carrying out appropriate com- putation to solve them, instruction—including assessment—must emphasize students’ under- standing of the action and the meanings of the operations in context (Russell 2010). Under- standing the multiple meanings of operations and the relationship between the meanings and operations is a critical part of establishing
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these fourth graders have a strong understanding that 18 ÷ 6 = 3 means that eighteen objects are divided equally into six groups with three objects in each.
(a)
(b)
(c)
Story:
Picture of marbles:
Story:
Picture of marbles:
Story:
Picture of marbles:
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46 September 2017 • teaching children mathematics | Vol. 24, No. 1 www.nctm.org
a strong, foundational understanding of math- ematics (Otto et al. 2011).
Having students create their own stories and pictures to represent number sentences gave us a snapshot of their understanding and ability to apply the meaning of the operations to the context of marbles. Likewise, having children
generate stories or story problems for a given equation or expression is a powerful way for classroom teachers to assess students’ knowl- edge of the action and meaning of the opera- tions (Drake and Barlow 2007; Van De Walle et al. 2013). It requires a higher level of thinking than simply solving a variety of story problems, which is how teachers typically assess students’ understanding of the meaning of the operations.
The stories and diagrams that children create offer a multitude of opportunities for teachers to facilitate rich classrooms discussions about the different meanings of the operations and how the meanings are related. For example, a teacher might frame a discussion around having stu- dents compare a child’s repeated-addition mul- tiplication story to another child’s equal-groups multiplication story. Similarly, another discus- sion could be built around having students compare a child’s fair-sharing division story to another child’s repeated-subtraction problem. When exploring part-whole relationships, ask- ing children, “What did you know?” and “What were you trying to find out in your problem?” is a powerful tool (Fosnot and Dolk 2001). Through the previous discussion, students should come to realize that with both types of division stories, the total number of marbles is known. However, in one story, they are trying to figure out how many marbles are in each group; and in the other, they know how many marbles are in each group and are trying to figure out how many groups. Building on the previous discussion, having the children determine which interpreta- tion of division is involved (how many groups or how many in each group) in other children’s sto- ries would deepen their operation sense. Other follow-up discussions might focus on the follow- ing questions: “Some of the how-many-groups stories say that the groups need to be equal or the marbles need to be shared evenly [see fig. 8a, b, and c]; is it important that the groups are equal and that the marbles were shared evenly? Why did you include that in your story?”
Using problem writing as an assessment reveals students’ understandings and mis- understandings of operations in a manner in which traditional assessments cannot (Drake and Barlow 2007–2008). The most powerful part of the learning experience described previously is that the stories come from the children. As students write and discuss their problems, they
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Three fourth graders’ stories demonstrate that these students have a strong understanding that 18 ÷ 6 = 3 means that eighteen objects are divided into groups of six and that three groups of six objects are in eighteen.
(a) With a repeated subtraction problem, the question is, “How many sixes are in eighteen?”
(b) Although this student never directly posed the problem, her example shows a correct understanding of division.
(c)
Story:
Picture of marbles:
Story:
Picture of marbles:
Story:
Picture of marbles:
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www.nctm.org Vol. 24, No. 1 | teaching children mathematics • September 2017 47
reveal their mathematical thinking; the value of student discussions, such as those previously described, is quite evident from the NCTM (2000) Standards and the Common Core’s (2010) Standards for Mathematical Practice.
Common Core Connections
3.OA.1 3.0A.2 4.OA.1
REFERENCES Common Core State Standards Initiative (CCSSI).
2010. Common Core State Standards for Mathematics (CCSSM). Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers. http://www.corestandards .org/wp-content/uploads/MathStandards.pdf
Drake, Jill Mizell, and Angela T. Barlow. 2007– 2008. “Assessing Students’ Levels of Under- standing Multiplication through Problem Writing.” Teaching Children Mathematics 14, no. 5 (December–January): 272–77.
Fosnot, Catherine T., and Maarten Dolk. 2001. Young Mathematicians at Work: Construct- ing Multiplication and Division. Portsmouth, NH: Heinemann.
Fuson, Karen C. 2003. “Developing Mathemati- cal Power in Whole Number Operations.” In A Research Companion to Principles and Standards for School Mathematics, edited by Jeremy Kilpatrick, W. Gary Martin, and Deborah Schifter, pp. 68–94. Reston, VA: National Council of Teachers of Mathematics.
Mulligan, Joanne T., and Michael C. Mitchelmore. 1997. “Young Children’s Intuitive Models of Multiplication and Division.” Journal for Research in Mathematics Education 28, no. 3 (May): 309–30.
National Council of Teachers of Mathematics (NCTM). 2000. Principles and Standards for School Mathematics. Reston, VA: NCTM.
Otto, Albert D., Janet H. Caldwell, Cheryl A. Lubinski, and Sarah W. Hancock. 2011. Developing Essential Understanding of Mul- tiplication and Division for Teaching Math- ematics in Grades 3–5. Essential Understand- ing series. Reston, VA: National Council of
Teachers of Mathematics. Russell, Susan Jo. 2010. “Learning Whole-
Number Operations in Elementary School Classrooms.” In Teaching and Learning Math- ematics: Translating Research for Elementary School Teachers, edited by Diana V. Lambdin and Frank K. Lester Jr., pp. 1–8. Reston, VA: National Council of Teachers of Mathematics.
Van De Walle, John A., Karen S. Karp, Jennifer M. Bay-Williams, and Jonathon Wray. 2013. Elementary and Middle School Mathemat- ics: Teaching Developmentally. Boston, MA: Pearson.
Verschaffel, Lieven, Brian Greer, and Erik de Corte. 2007. “Whole-Number Concepts and Operations.” In Second Handbook of Research on Mathematics Teaching and Learning, edited by Frank K. Lester Jr., pp. 557–628. Charlotte, NC and Reston, VA: Information Age Publishing and National Council of Teachers of Mathematics.
Ed. note: For more on this topic, consult Multiplication and Division in Grades 3–5 in NCTM’s Essential Understanding series.
Kelly McCormick, kmccormick@ usm.maine.edu, is an associate professor of mathematics education at the University of Southern Maine in Portland. She is interested in how both children and preservice teachers make sense of mathematics. Kathryn Essex, [email protected], is a mathematics specialist at Indiana University in Bloomington. She is interested in
problem solving and how children and adults make sense of mathematics.
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0 Stories like this fourth grader’s multiplication story and picture for the number sentence 18 ÷ 6 = 3 show that some children naturally relate multiplication and division and do not necessarily find one more difficult than the other.
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,
NCTM Kaltura Article Summary Video Presentation Assignment (20%)
The mission of the Clayton State University’s School of Education Unit is to prepare professional educators who engage in reflective practice and who are competent, caring, committed, collaborative, culturally responsive, and prepared to teach diverse learners in an ever-changing society. The purpose of this assignment is to contribute to your development as a reflective practitioner; aid in developing habits and habits of mind that will assist you in becoming a life-long learner and effective mathematics educator; and aid in honing important technology and presentation skills that go beyond your classroom experiences.
As a future teacher it is important that you are aware of the important insights and best practices for teachers. It is critical that you are aware of the valuable resources and opportunities offered in the field of mathematics and that you stay up-to-date on research, educational trends, and tested effective practices. One important resource to acquire this information is from the National Council of Teachers of Mathematics (NCTM) https://www.nctm.org/.
7 points added to your lowest quiz without taking you over 100 points
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Since being a reflective and knowledgeable mathematics educator is important, I would like for you to become a member of the NCTM organization. NCTM affiliation will be impressive to your future employer and again a great resource for you as a future teacher. You can buy a student membership for $49 and have access to the following:
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Student membership is designed for those enrolled in an accredited college or university as a full-time student with an interest in mathematics education. Students can join NCTM at the rate of $49, and membership includes a 30% discount to the NCTM Store, complimentary Regional meeting registrations, and access to all three digital journal archives, as well as the digital formats of Journal for Research in Mathematics Education and Mathematics Teacher Educator. Proof of student status such as registration, class schedule, professor verification, etc., is required, and membership must transition to either an Essential or a Premium membership upon graduation or after six years, whichever comes first.
There are two options for purchasing.
Option 1: You will click the following link and click join and follow the process. WARNING: Please make sure you choose the drop-down box option Student Teacher/Student or you will not get the $49 rate. You will also have to enter my name and email address . I have also created a PDF of the steps if you need this. It is D2L.
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Application Link:
https://www.nctm.org/uploadedFiles/Membership/NCTM-Membership-Application-2019.pdf
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PART II: Article Summary and Kaltura Capture Video Instructions DUE (see D2L for date).
You will be required to either use one of the articles I provided as an option, or you can find an article (not published before 2010) of your interest appropriate for teaching of students in grade-band level P -5 mathematics topics related to Math 2008 materialIt must be from either of the following two NCTM published journals:
Your other option:
Teaching Children Mathematics which is now considered a
Legacy Journal Archive
NCTM’s highly regarded practitioner journals, Teaching Children Mathematics, Mathematics Teaching in the Middle School, Mathematics Teacher, and Arithmetic Teacher have been archived from their initial to final issues. Members have access to the archive depending on their membership type. Access to issues published between 2014 and 2019 is currently available. NCTM members can continue to access the full archive on the NCTM website. The complete archive will be available on this website by March 2020.
https://pubs.nctm.org/page/subscriptions
If you aren’t interested in using one of the article options, I provided, and if you are not interest in becoming a member, you can find an article by accessing the Teaching Children Mathematics journal from CSU here:
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Reviewing the wrong article can result in a grade zero or a starting grade of 50. I do not want a review of articles, presentations, or conference papers, or that is not specifically helpful to improving how you teach elementary students, not middle or high school.
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1. You must use KALTURA Capture VIDEO. All CSU students have access to this. Please look over all student videos before you attempt this assignment. You will not give me a link, but you will attach this video as an embedded video. Again, all this is explained in the tutorials. There are videos that contain tutorial videos. There are 8 to 11 of them I would like you all to view. Please refer to the tab in D2L click tab Kaltura Video, tab to media space, click tab Kaltura video tutorials and drop down tab then Students. Then 11 videos, including the one for how to attach your video to your assignment in the D2L dropbox.
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Chris Stotelmyer; Head of Electronic Resources & Services; 678-466-4347; [email protected]
TECHNOLOGY ISSUES WILL NOT BE A VALID EXCUSE FOR NOT SUBMITTED TO THE ASSIGNMENT ON TIME OR IN THE CORRECT FORMAT!! Please plan to complete this assignment well ahead of the due date during office hourse of the HUB:
1. You will be required to create a 7 to 10-minute video summary presentation of your article, using Kaltura (I will not view anything after 10 minutes. I expect you to present over your slides ( you must be visually seen in a small, inserted screen as you talk over your PPT presentation. You should only have 5 to 7 SLIDES. You are not rewriting the article, but you are using needed examples and support from the article to help summarize. I should have a clear idea of the article’s purpose etc. I should have a clear idea of the articles purpose, the author’s intent, intended audience; and in the introduction a short immediate overview of the layout of the article. See the rubric for more details.
2. You SHOULD insert diagrams and charts from the article if it is appropriate. See the rubric for more details.
3. Please NOTE that slides should not be heavily texted. I do not want to see paragraph after paragraph of words. This is a presentation, not a written assignment, therefore each slide may have a maximum of 50 to 60 words. It is your explanation and discussion that demonstrate your research and understanding. Reading content taken from another source word for word, or simply reading the words on the slides does not support a proficient personal presentation. You must be well read on the theorists and be able to discuss the assignments requirements in your own words, paraphrasing what you have researched and learned. Not that you must include your citations anytime you summarize/paraphrase or take a direct of the authors work on the slide.
See the APA module or see how to cite using 7th edition formatting.
In-text citations: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_the_basics.html
4. In addition, you must also include in the last part of your presentation the following. A clear conclusion that answers the following questions. Make sure the review provides a clear conclusion and provides a statement with strong reasons/support for the following questions:
b. a. How do you see the ideas in this article assisting you with teaching elementary students the specific topic and/or strategy (be specific and use an example(s) from the article? In other words, how will you teach this topic or use the teaching strategies discussed in this article? Be specific. This should not be your opinion, but you must provide specifics from the article.
a. And how do you see the ideas/strategies from this article helping students better understand the content or methods explained in the article (be specific about which strategy or strategies. In other words, do you think this strategy, or strategies are better than say…or even how you learned this topic.
5. You must upload the following.
a. A PDF copy, NOT A LINK, of your article. I will not go and find a copy of your article.
b. A copy of your original PowerPoint NOT A pdf., but as the PowerPoint version (PPT) without your video.
c. and then of course your embedded Kaltura Capture PPT with your face inserted. This should not be a link. But it should show as soon as I open your submission. See the tutorial videos (See step 1 above to access tutorial videos) that explain how to make your Kaltura Capture PPT public and how to upload it as an embedded video, NOT A LINK.
d. IF you chose to get the extra credit options:
i. You will need to upload proof of NCTM membership with this assignment. Upload as a PDF file or scanned file.
ii. You will need to upload the copy of the email that was sent from the Writer’s Studio or Center for Academic Success (again, you need to ask them to email YOU and ME, and then you must print it as a PDF file and upload it to the submission box). Upload as a PDF file or Scanned file.
iii. The Reflective Reading Notes Template (this is what you must complete with the Writer’s Studio along with reviewing of PPT, rubrics, instructions). Save a word document.
BONUS POINTS AND requirement:
If you choose to get assistance from either the Writer’s Studio or the Center for Academic Success for the assignment. Note that you will also need to complete the Reflective Reading Template and discuss it with the person that will assist. Please share the template, the instructions to the template, the Kaltura Assignment, and the scoring rubric.
SEE the full instructions of what is required for completion of the Reflective Reading Template
If you get assistance with this reflective reading template from the Writer's Studio or the Center for Academic Success. I will add 7 points to your lowest quiz. They will need to email me AND you AND YOU will need to print this email and attach it. I WILL not sift through emails; YOU MUST provide a copy with your submission.
See the attachment and scoring rubric attached.
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Kaltura Article Summary Video Presentation Assignment Rubric
|
Criteria |
Exemplar (100 pts) |
Proficient (85 pts) |
Needs Improvement (70 pts) |
Does Not Meet (50 pts or below) |
|
Article Selection and Introduction (10%) |
Selects a post-2010 article on a P-5 math topic from an NCTM journal; provides a clear, concise introduction with purpose, author’s intent, intended audience, and a simple article overview. |
Follows article selection criteria and includes a mostly clear introduction covering purpose, intent, and audience but may lack minor details in overview clarity. |
Partially meets article selection criteria; introduction lacks detail, missing key information on purpose or audience. |
Does not meet article criteria or introduction is unclear and lacks purpose information. |
|
Summary of Main Ideas (30%) |
Provides a comprehensive summary of the article’s main ideas, clearly articulating key points, examples, and relevant concepts, demonstrating in-depth understanding. |
Summarizes most main ideas well, using some examples or concepts to support understanding, but lacks thoroughness in a few areas. |
Covers some main points but lacks clarity, examples, or necessary details that would demonstrate full understanding. |
Summary lacks coherence, missing most main ideas or examples from the article. |
|
Analytical Reflection and Conclusion (20%) |
Addresses both required questions thoroughly: (1) how the article’s ideas will assist in teaching elementary students a specific topic or strategy, with specific examples; and (2) how these ideas/strategies can improve student understanding, with clear comparisons to other strategies or prior learning. Uses strong examples directly from the article. |
Reflects on article strategies with some detail on their teaching impact and student understanding, answering both questions but with limited examples or comparisons. |
Provides general reflections on article strategies but lacks specific examples or clarity in answering both questions. |
Conclusion lacks clarity, fails to answer one or both questions, or lacks necessary support and examples. |
|
Presentation Structure & Delivery (10%) |
Creates a 7-10 minute embedded Kaltura Capture video with 5-7 slides, maintaining clear visual presence (face on video). Presentation flows logically with concise explanations and examples. |
Completes a 7-10 minute embedded video with 5-7 slides, providing examples but may have minor gaps in visual engagement or logical flow. |
Video time slightly exceeds or is under the limit; slides lack cohesion, and visual presence is inconsistent. |
Video is not within the time requirements; lacks structure, visual presence, or clarity. |
|
Visual Aids and Text Usage (10%) |
Includes effective visuals from the article (e.g., diagrams/charts) that enhance understanding, with text kept brief and purposeful to avoid excessive wordiness. |
Includes visuals from the article and follows text conciseness guidelines, though some slides may be wordy or slightly cluttered. |
Limited visuals, from the article and slides are somewhat cluttered or text-heavy, impacting presentation clarity. |
Lacks visuals from the article or has excessive text that detracts significantly from clarity and engagement. |
|
Citations and Academic Integrity (10%) |
All summarized or paraphrased information on slides includes proper APA citations; citations enhance credibility and academic integrity throughout. |
Most summarized content on slides includes citations, but may miss a few minor details in formatting or coverage. |
Some summarized or paraphrased content lacks citations, reducing academic integrity and credibility of the presentation. |
Does not cite summarized or paraphrased information, violating academic integrity standards. |
|
Submission Requirements (10%) |
Submission includes all required elements (PDF copy of the article, PPT file, embedded Kaltura Capture video, and all accurate file names with name in title. |
Meets most core submission requirements with correct file formats but may have minor format or naming errors. |
Missing core submission requirements or incorrectly formatted files. |
Incomplete submission or incorrect file formats that hinder access to required components. |
