Fraction A Day - Fraction Multiplication

Today I revisited Fraction Multiplication adding controls to the Fraction Multiplication visualization to simplify modifying the fractions.  So that when you mouse over the fraction controls appear to allow you to modify the numerator and denominator.  I also played around with larger buttons to make it easier on touch screens, but that still needs some work.

I would also like to make it easier to facilitate comparisons, so kids can compare 2/4 x 2/4 with 1/2 x 1/2 etc.  The goal being to make the comparisons easy to make so they can focus on the fractions rather than the artifacts of making copies of fraction images.

Fraction A Day - Day 36+ - Tangrams

Fun with Tangrams in Etoys.  Create shapes and stories with Tangrams.  You can also explore area and fractions.  Ed Emberly also has a wonderful activity using shapes here (click on the animation icon, below "Cut and Paste, then try it yourself).

Fraction A Day - Day 35+ - Multiply Me

Kids love pictures and especially pictures of themselves (don't we all). So this Etoy allows them to use their own pictures to play with Multiplication (and fractions).  By clicking on an image they can create multiple copies of themselves. Which can be used to ask how many of you are there in row 1, row 2, etc or what is the size of an image in row X if the image in row 1 is our unit size of 1?



Below is a copy of the script:

If you click "show code textually" (from the menu at the top left of the Script editor) you can see the smalltalk/squeak version as well.

Fraction A Day - Day 34 Is it Half a Star?

Using a gridded playfield allows kids to see the area for different shapes. Using the Fractionator (and a playfield with gridding turned on) I was able to get the images below, which are 1/3, but are they 1/3 of the Star? Let the kids ponder this for a while, then ask "What's your unit/whole/one?"

Fraction A Day - Day 33+ Half a Spongebob

"Stencils allow children to explore the math behind the patterns. It is difficult for them to perceive the difference between 1/8 and 3/8 without visual aids in the beginning. Unlike charts, Etoys is interactive. Unlike paper or cardboard, it allows children to repeat any number of times without waste."

- K.K. Subramaniam (who created the Stencil code in squeak to make this possible) 

So I used Stencils (which hopefully will be in an upcoming version of Etoys) to allow kids to explore fractions.  See the example below:

Fractionator  (2011-Jul-30 1:29 EDT) by Mr. Steve <mrsteve>  Tool for kids to create and explore Fractions.

Using this Etoy, kids, can create and explore their own fractions.  Fractions can be made using the "Fractionator" (using the Stencil functionality) or by drawing lines to separate parts of the set.

The line drawing tool, allows you to create multiple segment lines by hitting the key to add a new segment (actually it simply adds a new vertice). If you hold down the a, you can get a behavior a bit like drawing (would be interesting to see how this behaves on a touch screen).

The "Fractionator" lets kids specify the number of parts.  I would like to extend this so kids create their own fractionator tools by writing scripts to set the size of the Fractionator.

The last pages have an explanation of how the the "line drawing" scripts work.  I used a magnifier and speech balloons to explain what was happening, it would be good to add step by step actions as you highlight each scripting tile.

What do you think?  How can this be used? How can it be improved?  Leave a comment.

Another great use of stencils can be found here: http://community.ofset.org/index.php/Grab_area_button This was done by Susanne Guyader, an 80+ year old artist who used Squeak/Etoys to guide art teachers in France. 

http://community.ofset.org/index.php/Grab_area_button

Fraction A Day - Day 32 - Cutting Cookies, Construction, Instruction and Perceptual Learning

Been working on Cookie Cutter program hopefully by Monday I will have something to post.
Also been thinking about when we should use Construction vs Instruction and had some interesting conversations with a few folks.

So the question I am asking is: Given that we can't expect kids to construct everything themselves (who has the time, or the appropriate facilitators)  How should we balance instruction in skills and learning to construct and test things for yourself?  The article Brain Calisthenics for Abstract Ideas talks about Perceptual learning and perhaps using that technique could free up some time in classrooms for kids to learn to construct and test things themselves.

Well let me get back to making my playthinks, then maybe I'll have some tools to test things out and see what we can learn.

Fraction A Day - Day 31 - Introduction into Infinity

Maria Droujkova tells the story in a upcoming book: "Playing With Math: Stories from Math Circles, Homeschoolers, and the Internet"

We did another fun activity where several kids laid down head-to-foot to form a line. If we kept doing this, would we get an infinite line? Something interesting happened: in both clubs, kids answered, "Yes, the line will circle the Earth and meet itself and this ring will be infinite, because there is no end." The idea of a cycle as an example of infinity is powerful with children, and apparently the image of Earth being round goes with this infinity representation in their cosmologies. We will need to devote at least one club meeting to cycles.  

Then I asked, but what if the line of kids could go on and on like this in a straight line, would the length of that line be infinite? Which led to a nice discussion about running out of kids, running out of space in the Galaxy, and then distinguishing what exists in math and in our abstract imagination from what exists in the physical reality. This discussion has to happen again and again around every calculus idea!

then later ...

After doing the "infinite line of kids" activity, I asked the question, "Do infinitely many pieces always make an infinitely long line?" Everybody but Yasmin said, "Yes!" and we did a paper cutting activity next. Cut a strip of paper in two and lay down one piece. Cut the remainder in two and lay down that piece next. Cut the remainder in two, etc. After going, again, into the all-important discussion of distinguishing the physical paper from our mathematical ideals, kids could see how adding infinitely many pieces can result in a finite length. That was a big surprise! I will definitely do more of this in both clubs, with paper folding and cutting. The idea of a finite limit of an infinite sum is extremely powerful. It resolves several infinity paradoxes and provides important metaphors for understanding the world. 

One thing I really like about what Maria did is how it sets up the kids and then gives them a big surprise and does it all with concrete tasks that kids can understand and easily do.

I also like this as an introduction to one of the problems from Don The Math Man's Calculus By and For Young People, where he asks them to add 1/2 + 1/4 + 1/8 + ...  and then his Cookie Cutter Problem.

I have stated working on a "Cookie Cutter" in Etoys (using Polygons filled with a Cookie Bitmap, hmmm, I may try embedding instead, always more than one way to solve a problem).  I have it to the point where it cuts the polygon in half (vertically or horizontally).  Hope to share something soon.

Fraction A Day - Day 18-30 Vacation Thoughts

I was on Cape Cod with the family and went on a  "Computer/Internet diet"  but I did think about fractions and kids and learning.  Checked out all the books on fractions from the local library and watched some PBS shows with the kids (we don't have TV at home,  don't wan't the kids to "distract themselves to death", but PBS does some wonderful things we can learn from and use).  Here is a brief summary:

Sid the Science Kid, had an episode, where they were talking about measurement and they used their bodies to measure a room, at first laying down, marking the spot, the laying down again.  They then made a paper trace of Sid's body and used the paper tracing to measure.  Then I thought you could use this and when you get to the end of the room and lets say there's 1/4 of a Sid left.  How could you measure 1/4 of Sid (well fold in half and then in half again).  But what if it was 1/5 of a Sid? Or they wanted to measure items smaller than their unit Sid?  We could come up with some lessons where everyone uses their own units (with paper tracing).  Also if you taped papers together you could use two units "Sid Head to Heel" and "Sid finger tip to finger tip" (with arms spread).  Then measure again at the end of the year (to drive home the importance of standard units and have some fun.

Don the MathMan Cookie Cutter Problem - Don actually raised a good question, in his comment on the Day 4 post: "I think starting with just coloring in without the goal of infinite series is a mistake- as my parent said-boring, irrelevant." Which got me thinking how do we introduce and grab kids.  Don's cookie cutter problem is a good one.


Math Circles: I am helping edit (more accurately reviewing and making comments as time permits) on Math Circles one take aways from this wonderful book is that kids need time to play and digest after a lesson.  Also Maria's chapter got me thinking about how we can provide kids with concrete fraction experiences in the kitchen and elsewhere.  


And that is the question I ask, how can we provide kids with concrete experiences with fractions?

Fraction A Day - Day 16 - Rational Number Project

Started reading things from the Rational Number Project.  Two things I like from my initial readings:

"Children learn by having opportunities to explore ideas in these different ways and by making connections or translations between the different representations.

Image from Page 4 of their report

Thinking about how we can encourage and foster those connections seems very worthwhile.

I also liked the style of their assessment questions, where they ask the students to show how they would do a problem on the number line or using decimal boards or grids.


I was surprised when they said:

"that of all the manipulatives available for teaching about fractions, fraction circles are the most effective for building mental images for fractions."

Because by William Clevland (The Elements of Graphing Data) should that Pie Charts were the worst form of information graphic, because people had a hard time comparing area.  Cleveland's research had showed that horizontal lines were best for facilitating comparisons.  Of course it may be that children have more experience with Fractions in their Pizza and Cake form, so for them fraction circles make sense. Me I personally prefer the chocolate bar form ;)

Fraction A Day - Day 13 - Randy's Polygon Challenge

Today we are lucky to have a guest Fraction from Randy Caton.  Randy has taught introductory and advanced physics courses and laboratories to classes ranging from 5 to 700 students and has used Peer Instruction and Just-In-Time-Teaching for 30 years. He has directed several science education programs for teachers and students from 1986 to 2008. He is currently retired and lives in northern Minnesota. Randy has used Etoys to develop web-based activities for NASA programs and physics courses.

Randy created a wonderful polygon challenge where kids modify a script and the number of vertices in a polygon to create and discover beautiful things.

Part of what I like about Randy's approach when designing lessons (at least what I can tell from seeing some of them), is that he has the kids discuss the ideas, predict what is going to happen, try it, then record what they observe.



Maria Droujkova of Natural Math joined us for our meeting today and had a wonderful idea to go along with this where the kids are the polygons.  She uses kids as vertices and yarn or rope as the sides.  See images of Maria in action with some parents and kids below:



Our goal is to come up with a set of materials so that teachers, parents and kids can use these activities to explore and learn.  One of the goals for the materials will be that "anyone" can use them, to run these activities and the fact that you are not a mathematician (Maria) or a rocket scientist (Randy worked with them) will not hinder you from using and getting a lot out of the materials and lessons.

Randy's project can be found here Polygon Challenge 1

Fraction A Day - Day 12 - Esteban's Fraction Cutter Design

So I asked the question, how would you create a program to "cut" the polygon in half so you have two polygons and can separate them (similar to Slice It!).

One person asked can we use the slope (she had been studying slope).  I responded its natural to use what you just learned and what you know and its wonderful when it works.  Can anyone think of another way?

Then Esteban suggested:

"You fill the square with little turtles until it all fills up. Then you count how many are on each side to get the percent."   

(this was for the part of the game where it reports the fractional parts as percentages.)

I asked then said that's an interesting idea, how could you tell which side of the line a turtle is on? To which he responded:

"So lets say ou have a tool that measures color and a tool that measures distance. then you merge those tools and make a script that sees two colos and measures the distance between them and from that you can say, what if I do it to measure the whol box and have that tool tell you the area of something.

I then asked: How would you program that?

"Take two basic tools and build a script that uses both of them then build a script that uses two other basic tools, then combine them and keep going so you have like a ladder to the ultimate goal."

 Now, I ask myself, what basic tools could I provide that kids could use to build a "slicer" script.  Dr. Geo and Geogebra come to mind (thanks Karl for the idea).  I like the idea of Dr. Geo (not only because a version is embedded in Etoys, but it allows you to script).

FYI, I already have figured out a way to do this (I think) just have not had the time to program it.

Fraction A Day - Day 11 - Classifying Fractions

This post was inspired by a paper simply titled Fractions  on the  site.

In the paper they had a section titled "Classifying Fractions" and which had an image similar to these I created from my Etoys project:


Changes that I plan to make to this (or volunteers who want to join the team can make, hint, hint, nudge, nudge, wink, wink, you'll get free Etoys training!!!) include:

• embedding visual fractions (which could be easily made with other tools from this project)
• embedding pictures of fractions kids find in the "wild"
• animated feedback options when they properly and improperly classify

One goal of this project is to make it easy, for teachers and kids, to create content.  So if you have a lesson idea you would like to create let us know we'd love to have you (plus your lessons might be used by kids around the world ;)

Fraction A Day - Day 10 - Fraction Cutter

This is a first draft of a tool to let teachers and students create fractions and fraction problems by "cutting" an object.  The amazing thing is it only took 11 scripting tiles in Etoys (could have got it down to 7, but went for readability).  The first page lets you make only 1 cut, the second lets you make multiple cuts. I had to put a playfield on top of the "unit" (aka rectangle, which is in a gridded playfield) so that I could allow you to "clear the cuts" by simply using the Playfields "remove all" tile from the collections category. With only 1 playfield the remove all would have removed my "unit" as well.

Next I am thinking about using polygons as my "units" so I can visually show the cut by duplicating the polygon and modifying the vertices to points where they intersect the cut. Then I will "animate the cut" by moving the polygon's apart. This should scale to multiple cuts without code changes (using the Playfield's "tell all contents" tile from the scripting category). Well at least I think it should testing and the mandatory debugging that occurs anytime I write code will tell ;)

Here is the project:

Cut it up

Fraction A Day - Day 9 - An Extremely Hard Problem

As mentioned yesterday I said I would work on the problem using Etoys (the above images are from the that project).  The image show notes (using "text box" from the connectors category of the supply bin) about questions I have and some design issues.

In doing this I am thinking I may want to switch things around.  The study interview started with what is 1/2 + 1/3, but that was to assess understanding, I am thinking I should create a version where the experiences lead to this.

This problem was based upon the problem on page 40 of: The Development of the Concept of "Fraction" from Grade Two through Grade Twelve. Final Report. Part One, Part Two and Appendix. - Robert B. Davis 


Also saw an article in the NY Times  Brain Calisthenics Help Break Down Abstract Ideas which mentioned  a 2010 study, researchers at UCLA and the University of Pennsylvania had sixth graders in a Philadelphia public school use a perception-training program to practice just this.  (more detailed version here)

Fraction A Day - Day 8 - Mapping the Developmental Evolution of a Child's concept of Fraction

On pg. 40 of The Development of the Concept of "Fraction" from Grade Two through Grade Twelve. Final Report. Part One, Part Two and Appendix. - Robert B. Davis it states:

"In the case of fractions, the developmental evolution of each concept is important. At first, one probably defines a/b by taking a candy bar, or a pizza, or something else, dividing it into b pieces, and taking a of them. ..."
"When one encounters 'improper fractions,' this meaning fails. One cannot use this meaning to speak of (say) 5/4" We must introduce the concept of unit. We divide each unit into b equal pieces, and take a of them. Now, with these new definitions, we can easily deal with 5/4, although we shall need two units in order to do it."

So one step in our process to "map" is the developmental evolution of each concept (okay its a BIG step, but someone must have done this before). The challenge is to understand where the child is and what questions and experiences you can provide to help them progress. It is unrealistic to expect elementary school teachers, who must teach all subjects, to know let alone be masters of the concepts and maps in all subjects. So, how can you do this if the teacher may not understand certain concepts or the map?

How can we help students move from their existing mental models to more powerful and more sophisticated models? (please post answers as comments ;)


Obviously it depends on their models, any mis-conceptions they may have, and other factors.


The following problem is from the interview excerpt starting on pg 45.  The The student in the interview was described as "a generally bright resourceful 5th grade girl" who reported that "in her previous school there was very little instruction in arithmetic". : 


"I want to show you what most people think is a really hard problem: 1/2 + 1/3"


She was stumped and did not know how to solve the problem. Later the interviewer then brought out cuisenaire rods and asked: "If we want to talk about "one half"  and "one fourth" which rods do you supposed we want to call "one"?


Once she had the physical model she was able to answer "three fourths."  She did this rather quickly it seems and without using the rods completely. She had simply identified which rod was "one half" and which was "one fourth" and then "solved the problem just by thinking about it.  The concrete model and "enabled her to build up an appropriate representation in her mind".


Today I will start working on an Etoys version of the problem, perhaps with a pre and post assessment.

Fraction A Day - Day 7 - Development of the Concept of Fraction

So today I decided to do look for and review some research.

The Development of the Concept of "Fraction" from Grade Two through Grade Twelve. Final Report. Part One, Part Two and Appendix. - Robert B. Davis


What I like about this (besides the author) is that it includes a lot of excerpts from interviews with the kids.  


I also am reading Developing Effective Fractions Instructions for Kindergarten Through 8th Grade completely different, but good to know what the Department  of Education thinks :)


One thing I like in this report is that it lists "Roadblocks" which, in the kids cases, are what I have seen others call mis-conceptions, but to me seem like "I am applying an existing mental model that has worked fine up and has worked fine up until now and makes sense to me."


In the adults cases, they seem to me more political problems. That happens when you have a large group of humans.  These also need to be understood and dealt with if you want to engender change.


Finally an interesting way for kids to discuss and communicate their ideas about fractions: (thanks to Maria from Natural Math for pointing this one out).

Fraction A Day - Day 6 - Area Geo boards

So this Etoy uses a quiz format and shows the relationship between area and multiplication (hopefully in an easy way the kids can discover without being told.  We get to fractions when we change units on pages 3 and 4.

Also it has free play areas which are virtual Geoboards.  One of my goals for this project is to develop a set of playthinks and a set of tools that teachers and kids could use without much special knowledge or programming skill (yet thanks to the beauty of Etoys, they can still program them and "look inside" to figure out for themselves how they are programmed and if they want modify them).

Here is the Etoy Area Geo Boards.  The original version did not when entering fractions, this has been fixed.  Hopefully it will be updated soon on the squeakland site.

Fraction A Day - Day 5 - Frustration and not much progress

Trying to make a "Teacher/kid" friendly version of the Fraction maker where can simply "choose" two graphics to put in the fraction box (for example an image of a Boy and an image of a Girl).  See examples below of how the fraction boxes could be used:

Kids would then create their own 1/2's by clicking on the Boy/Girl to get them to change and if you gave them the fraction tool they could create many more.

Looked at using a Player in Etoys,  as it is easier to create an interface to select those using a Player variable by simply clicking on them (actually two clicks, one on the player variable and the second click on the object).

Okay as I write this another method comes to mind, I could use two holders (or one) and place the objects to switch to (on MouseDown or MouseEnter)  use those two objects (aka Players) for the fraction box.  Ran into some problems and created some issues in tracker (fortunately we have Bert and Karl working hard to fix issues).   Another thing I tried (my original idea) was to have one object that was programmed to  switch costumes (the graphic that is displayed on the screen).  I think the an interesting set of lessons to develop would be one around the programming/development process but that's much harder and besides folks much smarter than myself are working on it (ex: Mark Guzdial and his excellent site for teachers, one of my way too many side projects is to create an Etoys version of his course, have one or two projects but a lot of work still to do).  One of the key lessons if I ever finish the Etoys course should be that frustration is normal and to be expected, if your not getting frustrated and failing your not trying hard enough (well it's late and I am frustrated so I thing I have tried hard enough for tonight ;)

Comments and suggestions always welcome.

Fraction A Day - Day 4 - Tool Building

So today (and actually for a number of days) I have been working on a "Fraction Maker" tool, to help create curriculum and playthinks for kids.  I have been going through multiple iterations (a good habit to teach the kids).   

Fraction Box w/Controls

The user can specify the object to use (in the above case I used a rectangle, but you could use any shape or graphic), the user can specify the # of rows and columns.  The object used has information about the color changes (or other changes such as changing graphic) and whether the event occurs on MouseDown or MouseEnter.  Hmmm, I think I should move that MouseDown or MouseEnter to the Fraction Object and just ensure each object used to "fill" the fraction has a "toggle" script.

Here are a couple of things I want the Fraction Box to be able to do:

1. When a user clicks on (or mouse's over) a box it will change color
2. Let user (teacher or kids) specify the colors 
3. Button to hand the user a copy of the Fraction Box
4. Button to "lock" the Fraction Box (so the mouseEnter or mouseDown events stop changing colors)
5. Button to hand the user a copy of the Fraction Maker (Fraction Box + buttons)

Some challenges/design issues:

1. When "handing the user a copy of the box, unless I put a "border" (not an etoys border) around the "Fraction Box" it is not obvious how to "pick up" and move it. Ideally you could easily get the halo, but that doesn't work too well as I currently have the size of the playfield set to the size of the fraction box, so the only way to "select it" (get its Halo) is to "shift drag" select, which is easy to teach, but not obvious until you are shown how to do it (hmmm, sounds like I need another Etoys minute).
2. The scripting to do all I want to do (lock/unlock Fraction Box), etc. not hard it just takes time and some figuring out

A Fraction A Day - Day 3 - Color Blind/Dyslexic Fractions

During dinner at a friends birthday party, one of the folks there mentioned that she had dyslexia and had problems with the greater than and less than signs. She also talked about some of the tricks her father taught her to help deal with her dyslexia. Another friend talked about how his son had eye tracking problems and how hard it was to detect. So I started to think about how we could embed various "tests" into lesson plans. For example perhaps you could distinguish if a child understood which fractions are larger and smaller but had problems with the > and < symbols because of dyslexia. One possible way to do this would be to ask them to place the the larger fractions in the bigger box and then run a similar test asking them to choose the correct symbol (> or <).

You could also use "place them in a bigger box" as a starting task, then introduce the symbolism after, by asking them to choose the correct symbol, while keeping the larger and smaller boxes on the screen to give an additional visual clue as to the meanings of the symbols.

Here are some sample pictures to give you an idea of what I mean:

FYI, I am not a doctor nor have a I ever played one on TV, but I think this may have some merit and seems easily testable.  We would need to connect to experts in the fields to come up with good tests.  In any case while far from perfect these could act as early indicators of possible issues.