I decided to look into the Learning Progression Framework to figure out where these students were at at the beginning of implementation of the intervention, and where I would like them to be when I re-assess them at the end of the year.
I focussed on the Multiplicative thinking progressions as this is the focus of my inquiry. "This progression focuses on students' ability to think multiplicatively as they solve multiplication, division, and proportional problems involving an extended range of whole numbers, decimals, fractions, ratios, and percentages, and in a range of contexts." (Learning Progression Framework). Note the section of this quote that I have highlighted in red.
Hopefully through this, students will learn problem solving strategies which they can then utilise back in their classroom when learning in the other areas of maths and statistics.
When looking through the 9 progressions under Multiplicative thinking, all the students in this group are working at progression 3 or above. Most are working at progression 4. No students are confidently working beyond progression 5 yet.
Progression 3: Confidently uses skip counting, repeated addition or knowledge or doubles and understands that the groups are equal.
Progression 4: Starting to use multiplication facts. Knows it can be sets or groups of equal sizes. May use trial and error with known facts.
Progression 5: Using mix of place value partitioning and times tables facts. May be able to use multiplication facts to solve division problems. Can solve fraction problems with times tables facts.
None of the students are confidently working at Progression 6 yet. At this progression, students need to be working with "whole numbers, decimals, fractions, ratios and percentages..."
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