Dominoes: Promoting Units Construction and Coordination
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| Title: | Dominoes: Promoting Units Construction and Coordination |
|---|---|
| Language: | English |
| Authors: | MacDonald, Beth L., Moss, Diana L., Hunt, Jessica H. |
| Source: | Mathematics Teacher: Learning and Teaching PK-12. Jul 2020 113(7):551-557. |
| Availability: | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/ |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2020 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education |
| Descriptors: | Games, Mathematics Instruction, Computation, Numeracy, Game Based Learning, Mathematics Activities, Grade 1, Elementary School Mathematics |
| DOI: | 10.5951/MTLT.2019.0237 |
| ISSN: | 0025-5769 |
| Abstract: | In this article, the authors share how gameplay with dominoes can leverage students' quantitative reasoning to promote number development and additive reasoning. This article explores three domino games (Basic Dominoes, Just Before/Just After, and Ten Train), and considers the following: (1) rules and details; (2) students' subitizing and unit construction and coordination; and (3) teachers' questions, students' productive struggle, and content standards. By intentionally connecting gameplay with dominoes to students' number and operation construction, the authors illustrate how educators can leverage students' game strategies to support the development of mathematical reasoning (NCTM 2014). |
| Abstractor: | ERIC |
| Entry Date: | 2020 |
| Accession Number: | EJ1264495 |
| Database: | ERIC |
| Abstract: | In this article, the authors share how gameplay with dominoes can leverage students' quantitative reasoning to promote number development and additive reasoning. This article explores three domino games (Basic Dominoes, Just Before/Just After, and Ten Train), and considers the following: (1) rules and details; (2) students' subitizing and unit construction and coordination; and (3) teachers' questions, students' productive struggle, and content standards. By intentionally connecting gameplay with dominoes to students' number and operation construction, the authors illustrate how educators can leverage students' game strategies to support the development of mathematical reasoning (NCTM 2014). |
|---|---|
| ISSN: | 0025-5769 |
| DOI: | 10.5951/MTLT.2019.0237 |
