# Unpacking Division to Build Teachers Mathematical Knowledge

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1 Unpacking Division to Build Teachers Mathematical Knowledge Melissa Hedges, DeAnn Huinker, and Meghan Steinmeyer University of Wisconsin-Milwaukee November 2004 Note: This article is based upon work supported by the National Science Foundation under Grant No. EHR Any opinions, findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

3 As recommended by CBMS (2001) in their report The Mathematical Education of Teachers, the key to turning prospective teachers into mathematical thinkers is to work from what they do know the mathematical ideas they hold, the skills the possess, and the contexts in which these are understood so they can move from where they are to where they need to go (p. 17). We have found that reflection upon and discussion of one s own mathematical work to be a valuable teaching tool in building one s mathematical knowledge for teaching. The division problems in this core task were purposely selected to establish a basis on which to connect and deepen one s knowledge. We chose because of its potential to prompt use of multiples of 10 and because it can be solved readily using direct modeling or repeated subtraction. We chose to prompt more complex strategies as the numbers do not lend themselves well to using a multiple of 10. We also chose problems with remainders to see how this may impact solution strategies. By posing this task, we were hoping to accomplish several objectives. First, we wanted to have insight into teachers grasp of number sense and operation sense. In particular, we wanted to see if they could demonstrate relationships among the operations. Second, we knew they could carry out the conventional division algorithm, but we wondered how deeply they understood it and whether they realized its complexity. We planned to use their solution strategies to tie together and connect pieces of mathematical knowledge while generating an appreciation of the complexity of the algorithm. Finally, we wanted the teachers to increase their own flexibility in solving multidigit division problems by developing the ability to use a variety of computational strategies. Reviewing and Selecting Work Samples Our general practice is to assign the task as homework two class sessions prior to discussing it. This gives us time to carefully study and reflect upon the work. We review the papers once looking for certain themes that might surface. Questions we consider during the first review include: How successful was the class in devising alternative strategies that demonstrate their understanding of division? Is there a preferred alternate strategy demonstrated by the class as a whole? What collective mathematical struggles or insights surfaced? Were there surprises or curiosities? A second look through the papers encourages a more careful review. How fluent are their alternative strategies? How accurate is the mathematical notation? Are individuals able to express their thinking in writing as well as symbols? Are there solid connections between procedural and conceptual knowledge? Did specific individuals demonstrate mathematical insights or misconceptions in their work? What windows are offered into an individual s thinking or struggles? Finally, we select specific work samples for class discussion and examination. In the past, we have written the strategies on the chalkboard or made overhead transparencies. Our preference now is to put the selected strategies on individual chart paper. This allows us the opportunity to discuss each strategy on its own as well as being able to place strategies side by side for comparing and contrasting. We leave it up to the individuals to decide if they would like their name attached to their strategy or if they wish to remain anonymous. Unpacking Division through Examining Strategies Our goals for discussion included a careful examination of the embedded mathematics in the various strategies and the use of mathematical notation. We also wanted to give the teachers 3

4 Unpacking Division to Build Teachers Mathematical Knowledge opportunities to practice providing explanations, following the logic of each other s strategies, and using the various strategies on new problems. The task, for many, provided an eye-opening experience as they worked with numbers in ways they had never before considered. The reactions of the prospective teachers ranged from I had never thought division problems could be solved in so many different ways to I couldn t get any ways to work successfully. To bridge this range of knowledge, we provided a structured process for examining the selected strategies. First we displayed a selected work sample. Then in pairs, teachers took turns explaining what they saw occurring in the algorithm and paraphrasing the others explanation. This created the foundation for an in-depth whole-class discussion of the embedded mathematics and how the alternate strategy was connected to the original problem. We now briefly present some of the strategies for to provide a glimpse into our discussions of the work samples and the surfacing of mathematical ideas. Maria s work is shown in fig. 1. She represented 169 by drawing a picture of base ten blocks showing 16 tens and 9 units. First she distributed or dealt out the tens equally among 14 groups. Maria stated that she knew 14 tens was equivalent to 140 and that she then had 2 tens and 9 ones left to distribute. Next she broke apart the remaining 2 tens into 20 ones and distributed the ones equally among the 14 groups. An idea that emerged from discussion of this work was the meaning of division in partitive situations. Figure 1. Dealing out 169 into 14 groups. Next we compared this to the work in fig. 2 that shows the use of repeated subtraction and an interpretation of division as a measurement situation. Many of the teachers were surprised by this approach as they had never established a relationship between division and subtraction prior to this task. A particular highlight of this discussion was the identification and comparison of the meaning of the numbers 169, 14, 12, and 1 in each situation and why the meanings differed. In this case we found it helpful to create a real world context for both the partitive and measurement models to push for deeper understanding. It was intriguing to many that interpretations could be so different and yet still be represented by the same equation. 4

5 Unpacking Division to Build Teachers Mathematical Knowledge Figure 2. Using subtraction as a related operation to solve Kendra s work (see fig. 3) illustrates the use of a missing factor approach. She explained, I started by thinking about a multiplication problem using 14 that would get me close to 169. I used 10 because it s easy to multiply, 10 x 14 = 140. That gives me 10 groups of 14. Then she explained how she added on additional groups of 14 until she got as close to 169 as she could without going over. This discussion encouraged a closer look at the connections between multiplication and division and pushed us to examine the belief that division is the opposite of multiplication. This provided the basis for highlighting division as the inverse of multiplication as well as for making a connection to ways addition could be used as a related operation. It was noted that Kendra reasoned with a measurement interpretation of division by finding the number of groups of size 14. This lead to an interesting comparison to others in the class who used a missing factor approached but reasoned with a partitive interpretation of division. Figure 3. Using multiplication as a related operation to solve In fig. 4 Andreau partitioned the dividend into Her reasoning behind this first step was to break apart the dividend into two numbers with one being a number easily divisible by the divisor. Then she combined the partial quotients. This work prompted a discussion of 5

7 Another important understanding for teachers is the connectedness of knowledge. Teachers need to see the topics they teach as embedded in rich networks of interrelated concepts, know where, within those networks, to situate the tasks they set their students and the ideas these tasks elicit (CBMS 2001, p. 55). It is the connections among these ideas, concepts, and procedures that enable teachers to portray mathematics as a unified body of knowledge rather than as isolated topics (Ma 1999). Knowing and being sensitive to all of these components of the package is the work of becoming a teacher of mathematics. One will than be more able to draw upon and make strategic use of these ideas in the practice of teaching (Ball 2003; Ball and Bass 2000). We view this package of division knowledge as a work in progress and plan to continue refining the package through further inquiry and work with teachers. Use and understand varied strategies and algorithms Establish equivalence of representations and strategies Judge accuracy of strategies and potential for generalization Use multiplicative relationships Flexible Decomposition of Numbers Models for division (e.g., set, area, array, linear, branching) Representations (e.g., physical, geometric, symbolic) Visualize actions and situations Division as the inverse of multiplication DIVISION Properties of the Operations Pose situations with varied problem structures Relationships among addition, subtraction, multiplication, and division Interpretations of division (e.g., measurement, partitive, combinations) Applications and real world situations for division Identify use of place value Figure 5. Example of a Package of Division Knowledge for Teachers Connect informal and formal mathematical language and notation Give meaning to the numbers (e.g., different or same units) Understand varied meanings of remainders Grasp of division by zero as undefined Key Knowledge Pieces Within any package of knowledge, there are key pieces that hold more significance than others (Ma, 1999). The most important understandings for these prospective teachers were the relationships among the operations. As one teacher noted, I am amazed that multiplication, subtraction, and addition can all help me get to the answer. Another individual, more representative of the group commented, I think I always understood the connections between all the operations and division, but I have never actually used them to solve division problems before. Ma (1999) described the relationships among the four basic operations as the road system connecting all of elementary mathematics. We were surprised by the initial inclination of some teachers to not use these relationships in their strategies. Eventually the use of related operations, particularly multiplication, became the strategy of choice among this group of teachers. Another important understanding was a deeper connection to the meaning of division. Most of the prospective teachers admitted they could do the conventional division algorithm, but they remarked that they never really understood what was going on or even how to explain it and that coming up with other ways to solve division problems helped to see what division really means. A related key sensibility was an inclination to visualize actions and situations for division as reflected in the comment, I started to look at division like I look at multiplication seeing things in groups. This supported the ability to identify the meaning of the numbers and to follow the logic of each other s strategies. 7

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