Teaching My Baby To Read

Home » Math » Long Division and Constructivism

Long Division and Constructivism

This is certainly a bizarre piece of scribbles to include on my blog. I might as well post a picture of chicken scratches, or sastrugas in the snow.  But it is an authentic piece of scratch paper from this past weekend when I was recording my son Bruce(6.5)’s thinking out loud while he solved a long division problem.  His current strategy is to think about long division in terms of multiplication, and to keep multiplying until he gets the right answer.

One of the biggest questions people have when they first hear about Constructivism is “How in the heck would you do long division?” The answer to that question is that there are lots of ways to solve long division problems, and that each child will explore and then settle on a strategy that best makes sense to that particular child’s brain.  Maybe that will be choosing to use the traditional algorithm, maybe not. 

In a true Constructivist program, the traditional algorithm would not be introduced until the child had already mastered several other methods.  If a teacher introduces the traditional algorithm too early, thinking and exploration could suddenly halt, which would really crimp the development of true number sense.

This is why it is important for me as a parent to give Bruce lots of opportunity to learn how to do long division at home many months before he learns at school through Houghton Mifflin Math Expressions, which is not “Constructivist enough” in my opinion.  Stay tuned for more examples of creative ways to do long division!


2 Comments

  1. Claire H. says:

    Singapore would teach the student to decompose 1026 into 900 + 120 + 6. 3 goes into 900 300 times. 3 goes into 120 40 times. 3 goes into 6 twice. So the answer would be 300 + 40 + 2 or 342. The student would spend time using concrete manipulatives like Base 10 tiles/blocks before moving on to drawings and finally to the abstract numbers. After the student has a conceptual understanding of division, then he/she would be taught the traditional algorithm.

    • jenbrdsly says:

      Very cool! Thank you for sharing that. I wonder how Right Start would teach it… I think long division must be in Level E.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

Follow me on Twitter