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Capturing Children’s Multiplication and Division Stories

Author(s): Kelly K. McCormick and N. Kathryn Essex

Source: Teaching Children Mathematics , Vol. 24, No. 1 (September 2017), pp. 40-47

Published by: National Council of Teachers of Mathematics

Stable URL: https://www.jstor.org/stable/10.5951/teacchilmath.24.1.0040

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St r es
Learn the value of having students
create their own stories and pictures
to represent number sentences as
classroom assessments.
Kelly K. McCormick and
N. Kathryn Essex

and

Capturing

Children’s

Multiplication
Division

40 September 2017 • teaching children mathematics | Vol. 24, No. 1 www.nctm.org

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Copyright © 2017 The National Council of Teachers of Mathematics, Inc. www.nctm.org.
All rights reserved. This material may not be copied or distributed electronically or in any other format without written permission from NCTM.

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A
third-grade student wrote the
following repeated-addition
story as part of an assessment
given to 583 third graders near

the end of the school year (see fig. 1).

Once a group of five little marbles
were walking. They ran into five more
marbles. Now the five is ten. Five more
marbles came by. Now a group of fifteen
marbles are walking, and then they all
bought lollipops.

We had asked the children to “make
up a story and a picture about marbles
for this number sentence: 3 × 5 = 15.”
Students in this study came from pre-
dominantly low- to average-income fami-
lies living in three distinct geographical
areas within the United States. We also
collected work, which included a similar
division task, from these students at the
end of their fourth-grade year. In this
article, we present findings describing
the children’s multiplication and division
stories and discuss the value of having
students create their own stories and pic-
tures as classroom assessments.

We wanted to capture and examine the
children’s understanding of multiplica-
tion and division. Research suggests that
providing a foundational understanding
of the meaning of an operation sup-
ports students’ competence in problem
solving and computation (Fuson 2003).
Correspondingly, understanding multi-
plication is a powerful tool; multiplica-
tion is a primary operation that can be
properly defined so it is fundamental for
representing and solving many different
situations (Otto et al. 2011). When solving
word problems, children—

frequently choose an operation without
making sense of the choice. . . . Know-
ing why an operation is an appropri-
ate choice for a solution strategy is an
important part of establishing a robust
understanding of mathematics. (Otto et
al. 2011, p. 15)

Children’s

www.nctm.org Vol. 24, No. 1 | teaching children mathematics • September 2017 41

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42 September 2017 • teaching children mathematics | Vol. 24, No. 1 www.nctm.org

The Common Core State Standards for
Mathematics (CCSSM) (CCSSI 2010) clearly
emphasizes the importance of understanding
the meaning of multiplication and division;
CCSSM states that developing an understanding
of multiplication and division is one of four criti-
cal areas in third grade, when students are to—

develop an understanding of the mean-
ings of multiplication and division of whole

numbers through activities and problems
involving equal-sized groups, arrays, and
area models; this includes understanding
the meanings of whole number multiplica-
tion and division. (CCSSI 2010, p. 21).

Third graders are to—

interpret products of whole numbers, e.g.,
interpret 5 × 7 as the total number of objects
in 5 groups of 7 objects each. For example,
describe a context in which a total number
of objects can be expressed as 5 × 7. (CCSSI
2010, p. 23)

These standards state that third graders
should be able to—

interpret whole-number quotients of whole
numbers, e.g., interpret 56 ÷ 8 as the num-
ber of objects in each share when 56 objects
are partitioned equally into 8 shares, or as a
number of shares when 56 objects are par-
titioned into equal shares of 8 objects each.
For example, describe a context in which a
number of shares or a number of groups can
be expressed as 56 ÷ 8. (p. 23)

CCSSM extends this focus to fourth grade,
when students should be able to “interpret a
multiplication equation as a comparison, e.g.,
interpret 35 = 5 × 7 as a statement that 35 is
5 times as many as 7 and 7 times as many as
5” (p. 29) and to the fifth, sixth, and seventh
grades, when students should learn to “apply
and extend previous understandings of multi-
plication and division” to fractions and rational
numbers” (pp. 34, 41, and 48).

Having children create their own multiplica-
tion and division stories and pictures provided
us with rich information about their under-
standing of these operations. As educators, we
could show students how to represent a prob-
lem situation, but we learn more about their
understanding of the operation and quantities
involved when they create their own stories
(Otto et al. 2011). In addition, because we rec-
ognize the importance of children concurrently
developing an understanding of multiplication
and division and the relationship between the
operations (CCSSI 2010; Fosnot and Dolk 2001;
Mulligan and Mitchelmore 1997; Otto et al.

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1 As part of an end-of-the-year assessment, a third grader

wrote this repeated-addition story and drew a picture for the
number sentence 3 × 5 = 15.

Story:

Picture of marbles:

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2 This child wrote a story in which the mathematical structure

was 5 + 5 + 5 = 15.

Story:

Picture of marbles:

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3 Here is an example of a third-grade student’s picture and

multiplicative story about equal groups for the number
sentence 3 × 5 = 15.

Story:

Picture of marbles:

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www.nctm.org Vol. 24, No. 1 | teaching children mathematics • September 2017 43

groups of objects in two ways: each group repre-
sents one thing at the same time it is a number of
things. Before constructing the idea of unitizing,
number is used to represent single units—six
represents six marbles (Fosnot and Dolk 2001).

As Fosnot and Dolk (2001) note, children do
not construct mathematical ideas in any set or
ordered sequence. “They go off in many direc-
tions as they explore, struggle to understand,
and make sense of the world mathematically”
(p. 18). We saw evidence of this when some of
the children’s stories contained elements of both
additive and multiplicative thinking. For exam-
ple, the story in figure 4 starts with one group of
marbles, and then two more groups are added.

Last, we also found multiplicative compari-
son stories. Multiplicative-compare situations
are about two sets; one set is a multiple of the
other (Van De Walle et al. 2013). In these stories,
a comparison is made between the amount
in one group and the amount in a number of
groups of the same size. For example, in the
story shown in figure 5, the number of marbles
in one group of three is compared to the num-
ber in five groups of three.

Of the 583 students who were a part of this

2011; Russell 2010; Van De Walle et al. 2013), we
collected work that represented the children’s
understanding of both operations.

Children’s multiplication stories
To better examine children’s understanding, we
designed tasks that allowed us to explore the
different types of multiplication and division
stories that children compose. How children
model a situation reflects their reasoning,
and their explanation of their thinking guides
their way of representing the situation and any
expression or equation that they write (Otto et
al. 2011). Thus, we decided to ask the children
to create narratives and diagrams about marbles
to model equations. Being provided with the
context of marbles allowed the children to focus
on the mathematics in the task; it made the
task less time intensive by narrowing the pos-
sibilities of the stories’ context and by reducing
the time it took for children to draw a diagram,
while still capturing their understandings of the
meanings of multiplication and division. We
then developed a coding scheme based on their
work. We discovered that the children’s correct
multiplication stories could be categorized into
the following groups: stories—

• about repeated addition;

• about equal groups;

• with both multiplicative and additive
aspects present; and

• about comparison situations.

We coded stories about adding three things
five times or five things three times and multi-
plication stories about repeated addition. With
these types of stories, children wrote about
having one group of five marbles, then hav-
ing another, and then a third. For example, in
figure 2, the child writes a story for which the
mathematical structure is 5 + 5 + 5 = 15.

The multiplicative stories were about equal
groups (see fig. 3): either three groups of five
things or five groups of three things. The devel-
opment from repeated addition to multiplica-
tion requires children to understand a higher-
order treatment of number, unitizing, in which
groups are counted as well as the objects in the
group (Fosnot and Dolk 2001). Children must be
able to think about the numbers involved with

F
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4 A third-grade student’s story has both multiplicative and

additive aspects present as well as a picture for the number
sentence 3 × 5 = 15.

Story:

Picture of marbles:

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5 For the number sentence 3 × 5 = 15, one third grader wrote

a multiplicative-compare story and picture.

Story:

Picture of marbles:

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44 September 2017 • teaching children mathematics | Vol. 24, No. 1 www.nctm.org

Let’s chat!
On the second Wednesday of each month, TCM

hosts a lively discussion with authors and
TCM readers about a topic important in our field.

You are invited to participate in the fun.

On Wednesday, September 13, 2017, 9:00 p.m. EDT,
we will discuss “Capturing Children’s
Multiplication and Division Stories”

by Kelly K. McCormick and N. Kathryn Essex.
Follow along using #TCMchat.

You can also follow us on Twitter@TCM_at_NCTM
and watch for a link to the recap.

study, 345, or 59 percent, wrote a correct story;
312 children also drew a correct picture. Fifty-
two children wrote an incorrect story but drew
a correct picture. Figure 6 shows an example
of an incorrect multiplication story and pic-
ture. Among the 345 correct stories, 262 were
multiplicative stories, 28 were additive stories,
46 stories had both additive and multiplicative
aspects, and 9 were comparison stories (see
fig. 7). Thus, the majority of students who wrote
correct stories exhibited the ability to think
about equal groups; they had constructed the
big idea of unitizing, which underlies the under-
standing of place value, multiplication, and divi-
sion (Fosnot and Dolk 2001).

Children’s division stories
The fourth-grade division story task mirrored
the multiplication task:

Make up a story and a picture about marbles
for this number sentence: 18 ÷ 6 = 3.

Once again, we looked at not only the correctness
of students’ responses but also the different types
of stories composed. Division stories, like mul-
tiplication stories, are about equal-size groups.

We coded stories about sharing items
equally across a given number of groups as fair-
sharing or partitive-division stories. The three
examples of the fourth graders’ stories (see
fig. 8) demonstrate that these children have
a strong understanding that 18 ÷ 6 = 3 means
that eighteen objects are divided equally into
six groups and that there are three objects in
each of the groups. Their stories show they
understand that the groups must be equal, and
their questions focus on the number of objects
in each group.

Repeated subtraction or measurement
division stories had contexts in which a given
number of marbles were repeatedly subtracted
from the whole group. We found fewer exam-
ples of these stories in fourth graders’ work.
Three examples of fourth graders’ stories (see
fig. 9) demonstrate that these students have
a strong understanding that 18 ÷ 6 = 3 means
that eighteen objects are divided into groups
of six and that three groups of six objects are in
eighteen. With a repeated subtraction problem
(see fig. 9a), the question is, “How many sixes
are in eighteen?” However, because we had

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6 This child’s multiplicative story and picture for

the number sentence 3 × 5 = 15 is incorrect.

Story:

Picture of marbles:

F
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7 The majority of students who wrote correct stories had

constructed the big idea of unitizing, which underlies the
understanding of place value, multiplication, and division.

Third graders’ correct multiplication stories

Multiplicative 262
Additive 28
Additive and multiplicative 46
Multiplicative-compare 9

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www.nctm.org Vol. 24, No. 1 | teaching children mathematics • September 2017 45

asked the children to “make up a story [not a
problem] and a picture about marbles for this
number sentence: 18 ÷ 6 = 3,” the story shown in
figure 9b also demonstrates a correct under-
standing of division. Even though the child
does not directly pose the question, “How
many sixes are in eighteen?” she explains how
to determine the number of sixes that are in
eighteen by repeatedly subtracting six from
eighteen, twelve, and then six; and as the child
then states, after that, “there were no marbles
left, so the answer was 3.” If this were a class-
room assessment, a follow-up question would
be to ask this student what the three in her story
means to ensure that she understands that the
three is three groups of six.

Some children wrote correct stories for this
task that we coded as multiplication stories (see
fig. 10). In other words, the action in the story
was about finding out how many marbles were
in three groups of six objects or six groups of
three. This suggested to us that these children
understood that multiplication and division
may be used to represent the same situation,
that is, situations involving a given number of
equal-size groups. Mulligan and Mitchelmore
(1997) also found that children naturally relate
these two operations and that when they do,
they do not necessarily find one more difficult
than the other, again emphasizing the impor-
tance of providing children with opportunities
to link the operations of multiplication and
division more closely.

In the fourth grade, 356, or 61 percent of the
583 students, wrote a correct division story, and
309, or 53 percent of all the children, also drew
a correct picture. An additional 42 students
drew a correct picture but did not write a cor-
rect story. Among the correct stories, 280, or
79 percent, were stories with fair-sharing con-
texts. Another 46 students, or 13 percent, wrote
stories with repeated-subtraction contexts.
Eleven students wrote equal-group division
stories that had neither a fair-sharing nor a
repeated-subtraction context. One child wrote
a comparison story. Eighteen students wrote
multiplication stories.

In the classroom
Research highlights students’ difficulty solv-
ing story problems; they often guess at which
operation to use to solve a problem if they do

not understand what the operations mean
( Verschaffel et al. 2007). For students to
develop adaptive expertise in interpreting
problems and carrying out appropriate com-
putation to solve them, instruction—including
assessment—must emphasize students’ under-
standing of the action and the meanings of the
operations in context (Russell 2010). Under-
standing the multiple meanings of operations
and the relationship between the meanings
and operations is a critical part of establishing

F
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8 Three students’ fair-sharing stories and pictures show that

these fourth graders have a strong understanding that
18 ÷ 6 = 3 means that eighteen objects are divided equally
into six groups with three objects in each.

(a)

(b)

(c)

Story:

Picture of marbles:

Story:

Picture of marbles:

Story:

Picture of marbles:

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46 September 2017 • teaching children mathematics | Vol. 24, No. 1 www.nctm.org

a strong, foundational understanding of math-
ematics (Otto et al. 2011).

Having students create their own stories and
pictures to represent number sentences gave us
a snapshot of their understanding and ability
to apply the meaning of the operations to the
context of marbles. Likewise, having children

generate stories or story problems for a given
equation or expression is a powerful way for
classroom teachers to assess students’ knowl-
edge of the action and meaning of the opera-
tions (Drake and Barlow 2007; Van De Walle et
al. 2013). It requires a higher level of thinking
than simply solving a variety of story problems,
which is how teachers typically assess students’
understanding of the meaning of the operations.

The stories and diagrams that children create
offer a multitude of opportunities for teachers to
facilitate rich classrooms discussions about the
different meanings of the operations and how
the meanings are related. For example, a teacher
might frame a discussion around having stu-
dents compare a child’s repeated-addition mul-
tiplication story to another child’s equal-groups
multiplication story. Similarly, another discus-
sion could be built around having students
compare a child’s fair-sharing division story to
another child’s repeated-subtraction problem.
When exploring part-whole relationships, ask-
ing children, “What did you know?” and “What
were you trying to find out in your problem?” is
a powerful tool (Fosnot and Dolk 2001). Through
the previous discussion, students should come
to realize that with both types of division stories,
the total number of marbles is known. However,
in one story, they are trying to figure out how
many marbles are in each group; and in the
other, they know how many marbles are in each
group and are trying to figure out how many
groups. Building on the previous discussion,
having the children determine which interpreta-
tion of division is involved (how many groups or
how many in each group) in other children’s sto-
ries would deepen their operation sense. Other
follow-up discussions might focus on the follow-
ing questions: “Some of the how-many-groups
stories say that the groups need to be equal or
the marbles need to be shared evenly [see fig.
8a, b, and c]; is it important that the groups are
equal and that the marbles were shared evenly?
Why did you include that in your story?”

Using problem writing as an assessment
reveals students’ understandings and mis-
understandings of operations in a manner in
which traditional assessments cannot (Drake
and Barlow 2007–2008). The most powerful part
of the learning experience described previously
is that the stories come from the children. As
students write and discuss their problems, they

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9

Three fourth graders’ stories demonstrate that these students
have a strong understanding that 18 ÷ 6 = 3 means that
eighteen objects are divided into groups of six and that three
groups of six objects are in eighteen.

(a) With a repeated subtraction problem, the question is, “How
many sixes are in eighteen?”

(b) Although this student never directly posed the problem, her
example shows a correct understanding of division.

(c)

Story:

Picture of marbles:

Story:

Picture of marbles:

Story:

Picture of marbles:

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www.nctm.org Vol. 24, No. 1 | teaching children mathematics • September 2017 47

reveal their mathematical thinking; the value of
student discussions, such as those previously
described, is quite evident from the NCTM
(2000) Standards and the Common Core’s
(2010) Standards for Mathematical Practice.

Common Core
Connections

3.OA.1
3.0A.2
4.OA.1

REFERENCES
Common Core State Standards Initiative (CCSSI).

2010. Common Core State Standards for
Mathematics (CCSSM). Washington, DC:
National Governors Association Center for
Best Practices and the Council of Chief State
School Officers. http://www.corestandards
.org/wp-content/uploads/MathStandards

Drake, Jill Mizell, and Angela T. Barlow. 2007–
2008. “Assessing Students’ Levels of Under-
standing Multiplication through Problem
Writing.” Teaching Children Mathematics 14,
no. 5 (December–January): 272–77.

Fosnot, Catherine T., and Maarten Dolk. 2001.
Young Mathematicians at Work: Construct-
ing Multiplication and Division. Portsmouth,
NH: Heinemann.

Fuson, Karen C. 2003. “Developing Mathemati-
cal Power in Whole Number Operations.”
In A Research Companion to Principles and
Standards for School Mathematics, edited by
Jeremy Kilpatrick, W. Gary Martin, and
Deborah Schifter, pp. 68–94. Reston, VA:
National Council of Teachers of Mathematics.

Mulligan, Joanne T., and Michael C. Mitchelmore.
1997. “Young Children’s Intuitive Models
of Multiplication and Division.” Journal for
Research in Mathematics Education 28, no. 3
(May): 309–30.

National Council of Teachers of Mathematics
(NCTM). 2000. Principles and Standards for
School Mathematics. Reston, VA: NCTM.

Otto, Albert D., Janet H. Caldwell, Cheryl A.
Lubinski, and Sarah W. Hancock. 2011.
Developing Essential Understanding of Mul-
tiplication and Division for Teaching Math-
ematics in Grades 3–5. Essential Understand-
ing series. Reston, VA: National Council of

Teachers of Mathematics.
Russell, Susan Jo. 2010. “Learning Whole-

Number Operations in Elementary School
Classrooms.” In Teaching and Learning Math-
ematics: Translating Research for Elementary
School Teachers, edited by Diana V. Lambdin
and Frank K. Lester Jr., pp. 1–8. Reston, VA:
National Council of Teachers of Mathematics.

Van De Walle, John A., Karen S. Karp, Jennifer
M. Bay-Williams, and Jonathon Wray. 2013.
Elementary and Middle School Mathemat-
ics: Teaching Developmentally. Boston, MA:
Pearson.

Verschaffel, Lieven, Brian Greer, and Erik de
Corte. 2007. “Whole-Number Concepts
and Operations.” In Second Handbook of
Research on Mathematics Teaching and
Learning, edited by Frank K. Lester Jr.,
pp. 557–628. Charlotte, NC and Reston, VA:
Information Age Publishing and National
Council of Teachers of Mathematics.

Ed. note: For more on this topic, consult
Multiplication and Division in Grades 3–5 in
NCTM’s Essential Understanding series.

Kelly McCormick, kmccormick@
usm.maine.edu, is an associate
professor of mathematics education at
the University of Southern Maine in
Portland. She is interested in how both
children and preservice teachers make
sense of mathematics. Kathryn Essex,
nessex@indiana.edu, is a mathematics
specialist at Indiana University in
Bloomington. She is interested in

problem solving and how children and adults make
sense of mathematics.

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1

0 Stories like this fourth grader’s multiplication story and
picture for the number sentence 18 ÷ 6 = 3 show that some
children naturally relate multiplication and division and do
not necessarily find one more difficult than the other.

Story:

Picture of marbles:

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As a future teacher it is important that you are aware of the important insights and best practices for teachers. It is critical that you are aware of the valuable resources and opportunities offered in the field of mathematics and that you stay up-to-date on research, educational trends, and tested effective practices. One important resource to acquire this information is from the National Council of Teachers of Mathematics (NCTM)

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7 points added to your lowest quiz without taking you over 100 points

OPTIONAL: PART I: NCTM Membership you must upload your membership confirmation with the submission of the assignment.

Since being a reflective and knowledgeable mathematics educator is important, I would like for you to become a member of the NCTM organization. NCTM affiliation will be impressive to your future employer and again a great resource for you as a future teacher. You can buy a student membership for $49 and have access to the following:

Student Membership

Student membership is designed for those enrolled in an accredited college or university as a full-time student with an interest in mathematics education. Students can join NCTM at the rate of $49, and membership includes a 
30% discount to the NCTM Store, 
complimentary Regional meeting registrations, and access to all three digital journal archives, as well as the digital formats of Journal for 
Research in Mathematics Education and 
Mathematics Teacher Educator. Proof of student status such as registration, class schedule, professor verification, etc., is required, and membership must transition to either an Essential or a Premium membership upon graduation or after six years, whichever comes first.

There are two options for purchasing.

Option 1: You will click the following link and click join and follow the process. WARNING: Please make sure you choose the drop-down box option Student Teacher/Student or you will not get the $49 rate. You will also have to enter my name and email address
. I have also created a PDF of the steps if you need this. It is D2L.

https://www.nctm.org/join-step-1/?mt=15721

Application Link:

https://www.nctm.org/uploadedFiles/Membership/NCTM-Membership-Application-2019

At the bottom of the application it asks who referred you please use the following information: Sharren Thomas Member ID: 4119768

PART II: Article Summary and Kaltura Capture Video Instructions DUE (see D2L for date).

You will be
required to either use one of the articles I provided as an option, or you can find an article (not published before 2010) of your interest appropriate for teaching of students in grade-band level P -5 mathematics topics related to Math 2008 materialIt must be from either of the following two
NCTM published journals:

Mathematics Teacher: Learning and Teaching PK-12 (MTLT) is NCTM’s newest journal, reflecting the current practices of mathematics education, as well as maintaining a knowledge base of practice and policy in looking at the future of the field. Content is aimed at preschool to 12th grade with peer-reviewed and invited articles. Frequency: Monthly, January-December. Print ISSN: 0025-5769 Online ISSN: 2330-0582. You can only get access to this one if you are a member.

Your other option:

Teaching Children Mathematics which is now considered a

Legacy Journal Archive

NCTM’s highly regarded practitioner journals, 
Teaching Children Mathematics, Mathematics Teaching in the Middle School, Mathematics Teacher, and Arithmetic Teacher have been archived from their initial to final issues. Members have access to the archive depending on their membership type. Access to issues published between
2014 and 2019 is currently available. NCTM members can continue to access the full archive on the 

NCTM website

. The complete archive will be available on this website by March 2020.

https://pubs.nctm.org/page/subscriptions

If you aren’t interested in using one of the article options, I provided, and if you are not interest in becoming a member, you can find an article by accessing the Teaching Children Mathematics journal from CSU here:

https://www.jstor.org/journal/teacchilmath

Important Note:

Reviewing the wrong article
can result in a grade zero or a starting grade of 50. I do not want a review of articles, presentations, or conference papers, or that is not specifically helpful to improving how you teach
elementary students, not middle or high school.

Submission Details

1. You must
use KALTURA Capture VIDEO. All CSU students have access to this. Please look over all student videos before you attempt this assignment. You will not give me a link,
but you will attach this video as an embedded video. Again, all this is explained in the tutorials. There are videos that contain tutorial videos. There are 8 to 11 of them I would like you all to view. Please refer to the tab in D2L click tab Kaltura Video, tab to media space, click tab Kaltura video tutorials and drop down tab then Students. Then 11 videos, including the one for how to attach your video to your assignment in the D2L dropbox.

a. If your computer does not support Kaltura Capture
, you must plan to complete your assignment at least a WEEK before the due to so that you can use our resources here at CSU. You must email me prior to the due date to let me know that your computer does not support Kaltura and that you will be using the below options.

Technology Resources at CSU

One Button Studio

is a video recording studio that makes it easy to create video presentations. Recordings are saved to your flash drive as MP4 files.

Electronic Checkout:

Did you know that Clayton State students, faculty, and staff can check out a laptop for up to 3 hours to use within the library.

https://clayton.libguides.com/libtech

Chris Stotelmyer; Head of Electronic Resources & Services; 678-466-4347;

cstotelmyer@clayton.edu

TECHNOLOGY ISSUES WILL NOT BE A VALID EXCUSE FOR NOT SUBMITTED TO THE ASSIGNMENT ON TIME OR IN THE CORRECT FORMAT!! Please plan to complete this assignment well ahead of the due date during office hourse of the HUB:

1. You will be required to create a
7 to 10-minute video summary presentation of your article, using Kaltura (I will not view anything after 10 minutes. I expect you to present over your slides (

you must be visually seen in a small, inserted screen as you talk over your PPT presentation.
You should only have
5 to 7 SLIDES. You are not rewriting the article, but you are using needed examples and support from the article to help summarize. I should have a clear idea of the article’s purpose etc.
I should have a clear idea of the articles purpose, the author’s intent, intended audience; and in the introduction a short immediate overview of the layout of the article. See the rubric for more details.

2. You SHOULD insert diagrams and charts from the article if it is appropriate. See the rubric for more details.

3. Please NOTE that slides should not be heavily texted. I do not want to see paragraph after paragraph of words. This is a presentation, not a written assignment, therefore
each slide may have a
maximum of 50 to 60 words. It is
your explanation and discussion that demonstrate your research and understanding. Reading content taken from another source word for word, or simply reading the words on the slides does not support a proficient personal presentation. You must be well read on the theorists and be able to discuss the assignments requirements in your own words, paraphrasing what you have researched and learned. Not that you must include your citations anytime you summarize/paraphrase or take a direct of the authors work on the slide.

See the APA module or see how to cite using 7th edition formatting.

In-text citations:

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_the_basics.html

4. In addition, you must also include in the
last part of your presentation the following. A clear conclusion that answers the following questions. Make sure the review provides a clear conclusion and provides a statement with strong reasons/support for the following questions:

b. a. How do you see the ideas in this article assisting you with teaching elementary students the specific topic and/or strategy (be specific and use an example(s) from the article? In other words, how will you teach this topic or use the teaching strategies discussed in this article?
Be specific. This should not be your opinion, but you must provide specifics from the article.

a. And how do you see the ideas/strategies from this article helping students better understand the content or methods explained in the article (be specific about which strategy or strategies. In other words, do you think this strategy, or strategies are better than say…or even how you learned this topic.

5. You must upload the following.

a. A PDF copy, NOT A LINK, of your article. I will not go and find a copy of your article.

b. A copy of your original PowerPoint
NOT A pdf., but as the PowerPoint version (PPT) without your video.

c. and then of course
your embedded Kaltura Capture PPT with your face inserted. This should
not be a link. But it should show as soon as I open your submission. See the tutorial videos (See step 1 above to access tutorial videos) that explain how to make your Kaltura Capture PPT public and how to upload it as an embedded video, NOT A LINK.

d. IF you chose to get the extra credit options:

i. You will need to upload proof of NCTM membership with this assignment. Upload as a PDF file or scanned file.

ii. You will need to upload the copy of the email that was sent from the Writer’s Studio or Center for Academic Success (again, you need to ask them to email YOU and ME, and then you must print it as a PDF file and upload it to the submission box). Upload as a PDF file or Scanned file.

iii. The Reflective Reading Notes Template (this is what you must complete with the Writer’s Studio along with reviewing of PPT, rubrics, instructions). Save a word document.

BONUS POINTS AND requirement:

If you choose to get assistance from either the Writer’s Studio or the Center for Academic Success for the assignment.
Note that you will also need to complete the Reflective Reading Template and discuss it with the person that will assist. Please share the template, the instructions to the template, the Kaltura Assignment, and the scoring rubric. 

SEE the full instructions of what is required for completion of the Reflective Reading Template

If you get assistance with this reflective reading template from the Writer’s Studio or the Center for Academic Success.  I will add 7 points to your lowest quiz.  They will need to email me AND you AND YOU will need to print this email and attach it.  I WILL not sift through emails; YOU MUST provide a copy with your submission.

See the attachment and scoring rubric attached. 

image1

Kaltura Article Summary Video Presentation Assignment Rubric

Criteria	Exemplar (100 pts)	Proficient (85 pts)	Needs Improvement (70 pts)	Does Not Meet (50 pts or below)
Article Selection and Introduction (10%)	Selects a post-2010 article on a P-5 math topic from an NCTM journal; provides a clear, concise introduction with purpose, author’s intent, intended audience, and a simple article overview.	Follows article selection criteria and includes a mostly clear introduction covering purpose, intent, and audience but may lack minor details in overview clarity.	Partially meets article selection criteria; introduction lacks detail, missing key information on purpose or audience.	Does not meet article criteria or introduction is unclear and lacks purpose information.
Summary of Main Ideas (30%)	Provides a comprehensive summary of the article’s main ideas, clearly articulating key points, examples, and relevant concepts, demonstrating in-depth understanding.	Summarizes most main ideas well, using some examples or concepts to support understanding, but lacks thoroughness in a few areas.	Covers some main points but lacks clarity, examples, or necessary details that would demonstrate full understanding.	Summary lacks coherence, missing most main ideas or examples from the article.
Analytical Reflection and Conclusion (20%)	Addresses both required questions thoroughly: (1) how the article’s ideas will assist in teaching elementary students a specific topic or strategy, with specific examples; and (2) how these ideas/strategies can improve student understanding, with clear comparisons to other strategies or prior learning. Uses strong examples directly from the article.	Reflects on article strategies with some detail on their teaching impact and student understanding, answering both questions but with limited examples or comparisons.	Provides general reflections on article strategies but lacks specific examples or clarity in answering both questions.	Conclusion lacks clarity, fails to answer one or both questions, or lacks necessary support and examples.
Presentation Structure & Delivery (10%)	Creates a 7-10 minute embedded Kaltura Capture video with 5-7 slides, maintaining clear visual presence (face on video). Presentation flows logically with concise explanations and examples.	Completes a 7-10 minute embedded video with 5-7 slides, providing examples but may have minor gaps in visual engagement or logical flow.	Video time slightly exceeds or is under the limit; slides lack cohesion, and visual presence is inconsistent.	Video is not within the time requirements; lacks structure, visual presence, or clarity.
Visual Aids and Text Usage (10%)	Includes effective visuals from the article (e.g., diagrams/charts) that enhance understanding, with text kept brief and purposeful to avoid excessive wordiness.	Includes visuals from the article and follows text conciseness guidelines, though some slides may be wordy or slightly cluttered.	Limited visuals, from the article and slides are somewhat cluttered or text-heavy, impacting presentation clarity.	Lacks visuals from the article or has excessive text that detracts significantly from clarity and engagement.
Citations and Academic Integrity (10%)	All summarized or paraphrased information on slides includes proper APA citations; citations enhance credibility and academic integrity throughout.	Most summarized content on slides includes citations, but may miss a few minor details in formatting or coverage.	Some summarized or paraphrased content lacks citations, reducing academic integrity and credibility of the presentation.	Does not cite summarized or paraphrased information, violating academic integrity standards.
Submission Requirements (10%)	Submission includes all required elements (PDF copy of the article, PPT file, embedded Kaltura Capture video, and all accurate file names with name in title.	Meets most core submission requirements with correct file formats but may have minor format or naming errors.	Missing core submission requirements or incorrectly formatted files.	Incomplete submission or incorrect file formats that hinder access to required components.