Term
Summer 2017
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Laura Halldin and Susan Manikowski
Content Expert
Tom Mulroy
Abstract
The research question addressed in this project was: How can curriculum be created to increase student conceptual understanding of multiplication? The author investigated how to develop an understanding in multiplication through research on conceptual understanding, the stages of learning multiplication and how to integrate a conceptual understanding into the classroom. The author considered the work of Boaler, Brickwedde, Carpenter and Wright to guide his research. The Understanding by Design model from Wiggins and McTighe was used to create the curriculum. The research resulted in a six week multiplication curriculum which consists of daily forty-five minute intervention period through four stations: Teacher station, Game station, Proof station and Practice station. Included are materials, plans and a Conceptual Multiplication Assessment which the instructor can use to monitor student learning in a fourth grade classroom.
Project Type
Curriculum
Keywords
Curriculum, Developmentally Appropriate Practice, Mathematics
Recommended Citation
Kamrath, Christopher A., "Differentiating Instruction To Develop Conceptual Understanding In Multiplication" (2017). School of Education and Leadership Student Capstone Projects. 16.
https://digitalcommons.hamline.edu/hse_cp/16
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations