30/04/2021

Review

Appreciations

Free Program for SEAMEO School Networkfrom the University of Tsukuba, Affiliate Member of SEAMEO:Teaching Mathematics to Develop Mathematical Thinking as Higher Order Thinking

How do you teach? Why?

Lesson 12: How to introduce column addition and subtraction
Reflection

Isoda, Masami. Prof., Faculty of Human Sciences
Director of CRICED, The University of Tsukuba, Japan
With collaborations ofWe are reading the JP textbook by using terminology to explain to distinguish every
content of learning and sequence of content for knowing the way to develop children
who learn and think by and for themselves through the preparation of future learning.

Revitalizing
Teacher Education

Adopting a 21stCentury Curriculum

Acquisition

Aida Yap and Teh Kim Hong

Curriculum Standards: SEABES-CCRLS( by SEAMEO-RECSAM (Mangao, Ahmad, Isoda; 2017)

How do you teach column addition?
Column method is not universal
representation even the name!

Which one do you teach?
AB

C

In England, Column addition
In Japan, 筆算(vertical operation/vertical form)
In USA, addition algorithm

Why, USA call it ‘algorithm’?

Which one is algorithm? Why?

The following is the explanation?
13+24=(10+3)+(20+4)=10+3+20+4→10+4+20+3＝14+23→?
=10+20+3+4
I do not think so!?
=(10+20)+(3+4)(3+4)+(10+20)=7+30=30+7=30+7=37

For Making 10,
decompose andthen compose

Make sense: conceptualizationby using already learned!

HOTS isMath. T.

Those
terminology
distinguishtasks andexplain task
sequence
for thepreparationof futurelearning.

2Review

What is the number?
We usually teach:

How do you teach?
Make sense?
Acquisition of proficiency?

• Existence and necessity

For what?
Number sense?

Cardinal (Set) Number• Order/Larger or Smaller/
Greater or Less
How do we teach the number more than ten?
How do wePleaseteachthenumbermorethan hundred?
fill inyourquestion fortoday!

• Operations

How do we teach addition more than ten?
How do we teach subtraction more than ten?
How do we teach column addition and subtraction?

Using what you already knew on the past 11 lessons!

L12: How to introduce
column addition andsubtraction

 Participants
need toconsider what’snew.

?

 Participants of this program are able toimagine the ways of learning from the pastprocess of learning.

In Japan:Make sense (understandmeaning)
Think about how to
calculate/operate/find theeasier way to answer
Acquisition of proficiency
Try to teach how to extend
the number

What’s new for
more than 10?

Skill: Procedualization

Simple, Easier& Beautiful

How column byusing learned?

Altogether situation.
Set of 10: regrouping
De-compose 10and thencomposeL13: How to extend
column addition andL13:
subtraction

Tape Diagram for Part-Part
Whole: Addition

It was Composite of Number

Bar for 10 blocks
block for ones

Do youremember?

Translation!
‘1 bar and 2 bar’ is 3 bar.
‘1 set(group) of 10 and 2set(group) of 10’ is 3 bar.

130/04/2021

From largest placevalue for mental
estimation

LearnedFrom smallest placevalue for column M.
Different set situation.

Tape Diagram forPart-Part Whole:
Addition

It was Composite ofNumber

Block representation(semi-concreteobjects)
for BTPVS
Addition Algorism

Carrying/re-grouping: How do you explain by using terminology?
Think about how to calculate: What does it mean here? For What?
Why 2+41 is end?

Think about
how tocalculate:
What does itmean here?
For What?
What will come next?

Conceptualization

Then, How do you plan the task sequence
for column subtraction?
• Homework!!!

Extend carrying/regrouping

Extend it for carrying/regrouping

Produce the algorism based on

Think about
how tocalculate!

Produce the base for meaning

Then, How do you plan the task sequence forcolumn subtraction?

When we use these rules?

Think about
how tocalculate!

Proceduralization

Gakko Tosho: Study with your friends:
Mathematics for Elementary School Series

References

2005 Edition

10 Editions

2010 Edition

Primary School Textbook
2001 Curriculum2005 Japanese Edition
2005 English Edition↓
2010Thai Ed.

Junior High S. Textbook
2012 Curriculum2016 Japanese-Edition
2019 English-Edition2020 Indonesian-Edition
202X Thai Ed.

4 Editions

16Isoda, M., Tall, D. (2019). Junior High School
Mathematics Textbook, Gakko Tosho

4 Editions

NEWEST EDITION

2012 Mexico Ed.
2019 Chile Pro. Ed.
2011 Curriculum2011 Japanese Edition
2011 English Edition↓
2019 Papua N.G. Edit.
2020 Indonesian Edi.
2020 Chile Ed.
2015 Japanese-Edition
2015 English-Edition2020 Curriculum2020 Japanese Edition172020 English Edition

References
Masami Isoda, Raimundo Olfos edited (2020). Teaching Multiplication with Lesson Study: Japaneseand Ibero-American Theories for International Mathematics Education. Cham, Switzerland: Springer.
(Open Access)
Masami Isoda, Aki Murata (2020). Study with your friends: Mathematics for Elementary School (12vols.). Tokyo, Japan: Gakko Tosho.
Masami Isoda, Aki Murata, Aida Yap (2015). Study with your friends: Mathematics for Elementary
School (12 vols.) . Tokyo, Japan: Gakko Tosho.
Masami Isoda, David Tall (2019). Mathematics for Junior High School (3 vols.). Tokyo, Japan: GakkoTosho.
Dominador Dizon Mangao, Nur Jahan Ahmad, Masami Isoda edited (2017). SEAMEO basic education

standards (SEA-BES): Common core regional learning standards (CCRLS) in mathematics andscience. Penang, Malaysia: SEAMEO-RECSAM, http://www.recsam.edu.my/sub_sea-

bes/images/docs/SEAMEO-ASEAN-Curriculum-SEABES-CCRLS-Standards.pdf
Maitree Inprasitha, Masami Isoda, Patsy Wang Iverson, Ban Har Yap (2015). Lesson Study:
Challenges in Mathematics Education. New Jersey, USA: World Scientific
Masami Isoda, Shigeo Katagiri (2012). Mathematical Thinking: How to develop it in the classroom.
New Jersey, USA: World Scientific
TEH Kim Hong, ISODA Masami, GAN Teck Hock (in printing). Mathematics Challenges for Classroom
Practices at the Lower Primary Level. Penang, Malaysia: SEAMEO-RECSAMISODA Masami, TEH Kim Hong, GAN Teck Hock (in printing). Mathematics Challenges for Classroom
Practices at the Upper Primary Level. Penang, Malaysia: SEAMEO-RECSAMGAN Teck Hock, ISODA Masami, TEH Kim Hong (20augi21). Mathematics Challenges for Classroom
Practices at the Lower Secondary Level. Penang, Malaysia: SEAMEO-RECSAM2