5.6 Video Response
During the number talk, the teacher did a really good job asking and not telling. In this video, when one student got the wrong answer the teacher did not disregard his answer but allowed the students work it out by themselves. The teacher could have just told the student who got 426 that he was wrong and told the class what he did wrong. Instead she asked the students what they thought he did wrong and why. One of the students explained by 426 could not be the correct answer. I found this a good way for the student to understand better. In the first class of EDE 339, Dr. Tapper mentioned that what the students have to say to one another is more meaningful than what the teacher has to say. This moment allowed one the students to explain his thinking, not only did this help the one student who did not get the right answer, but it also helped the student explaining understand the problem more. Being able to explain the math shows comprehension. Also, when the student was explaining, the teacher repeated that the student was saying in a more organized manner. This helped clarify what the student was trying to say for the other students.
The white board filled with different strategies helps show that not just one way works best when it comes to solving math problems. The first strategy was taking of chunks, then there was a number line and lastly there was students counting up. In the last class, Dr. Tapper had said that addition is easier for our brains. The students who added up to 100 from 674 had a much simpler time working with the large subtraction problem.