RECASTING MAD MINUTES: GOING BACK TO THE BASICS?

In this paper, the authors developed a research project that incorporated the Ontario Mathematics curriculum's emphasis on student-generated strategies into a lesson involving mad minutes. They chose to have a small sample size so that they could qualitatively analyze and report on students...

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Bibliographic Details
Published in:Ontario mathematics gazette 2015-03, Vol.53 (3), p.37
Main Authors: Husband, Marc, Rapke, Tina
Format: Article
Language:English
Subjects:
Algorithms
Control Groups
Grade 4
Individualized Education Programs
Learning
Mathematics
Mathematics Education
Multiplication & division
Students
Teachers
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Summary:In this paper, the authors developed a research project that incorporated the Ontario Mathematics curriculum's emphasis on student-generated strategies into a lesson involving mad minutes. They chose to have a small sample size so that they could qualitatively analyze and report on students' understandings through a re-casting of mad-minutes. The paper involved two Grade 4 classes. There was a treatment group who experienced the recasting of mad minutes, and a control group who were previously taught the standard algorithm. It is interesting to note that the treatment group's average went down after the recasting of mad minutes. Initially, the authors thought that the post-test may have been "harder"; however, a comparison with the treatment group's average indicated otherwise. They predicted the decrease in average was because it takes time to think about the most appropriate strategy for each individual mad-minute question.
ISSN:0030-3011