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Dominoes: Promoting Units Construction and Coordination

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Bibliographic Details
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
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  Data: <searchLink fieldCode="SO" term="%22Mathematics+Teacher%3A+Learning+and+Teaching+PK-12%22"><i>Mathematics Teacher: Learning and Teaching PK-12</i></searchLink>. Jul 2020 113(7):551-557.
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  Data: 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/
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  Data: 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).
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