The article resume

LEARNING TO SHARE EQUALLY (By Drew Polly and Laura Ruble)

resume by Ayu Silvi Lisvian Sari

In this article there are two focus object that will be discussed, those are the lesson where students wrote story problem for the division task 10:5 and what we, as educators, learned from the experience in give that lesson.

In the first focus, we gave an example of story problem that belong to partition model of division task and an example of story problem that belong to measurement model of division task. A partition model of division means we split a set of objects into a specific number of groups. A measurement model of division task means we divide a specific number of objects into groups that each group had a specific number.After give some example about division task , student are asked to make their own story problem of 10:5. In student’s initial work, from eighteen student in the class, more than a half of students in the class wrote a subtraction problem. Although they used context similar to those they had seen during the division unit, the question reflected a desire to take away or remove objects rather than separate objects into groups of equal size. Realizing that situation, teacher give another example of story problem of division task. And the result, five student able to recognize that the task could be written as the equation 10:5.

In student’s second attempt, three of eighteen students were able to write a correct division story problem. Three types of errors occurred in the division story problems which have been made by fifteen students. First, in their division story problem, student included the solution. They included all three quantities of division (the divisor, the dividend, and the quotient) in their task. Look at this fact, a teacher should scaffold student’s work by posing a series of question to make them realise that they doing this such error. The second error is student omitting the concept of equal groups. Look at this fact, a teacher should scaffold student work so that they realize that they need to include the words equal in their problem. The third error that occurred is student writing a subtraction story problem instead of division story problem. Look at this fact, a teacher should scaffold student’s work so that they realize that they have to make a division story problem that relates with sharing something in equal size not subtracting something.

The second focus is what we learn when we give the lesson about asking student to make a story problem of division. Upon reflection, we learned a number of things from the lesson, including modelling, observing student work, posing effective question, providing extensive experiences, and implementing curriculum. Because the skill to make their own division story problem is new for the student, so it is necessary to model it and provide a lot of support at the beginning of the lesson and along the way. We need to observe student’s work while they were writing their story problem if we want to be able to evaluate how they were thinking about division and determine what assistance they needed to be successful. To encourages students to think deeply about the task, we need to pose higher-level question while students were completing their tasks. For student to be successful problem creators and solvers, they need ample experiences solving a variety of problem for an extensive amount of time, it means we need to provide a student with an extension time to study division story problem and with a multitude of division story problem. After give a a lot of effort to make student have a deep understanding about the mathematics topic, we finally realize that no one set of educational resources completely aligns with and meet the state standards. So that, we have been forced to create our own curriculum or set of instructional activities based on the state standards, the available resources, and our belief about how mathematics should be thought.