Pusat Penelitian dan Pengembangan Pendidikan Matematika Realistik Indonesia Sekolah Tinggi Keguruan dan Ilmu Pendidikan

A Case Study of ”Taking Inventory: Children at Work two days later” from CD ROM of MITC Project

Observation Report

A Case Study of ”Taking Inventory: Children at Work two days later” from CD ROM of MITC Project

By: Ekasatya Aldila Afriansyah


A. Introduction

Number sense is a difficult task for children because it requires big ideas and strategies for their development in understanding numbers. Big ideas such as one-to-one correspondence, cardinality, hierarchical inclusion, compensation, and part/whole relationships must be constructed. Strategies like double-tagging and skipping vs tagging and synchrony when counting and counting three times vs counting on when adding.

This second observation is needed to analyze in process about the development of student’s understanding. As known before, Jodi Weisbert is a classroom teacher here. In this report, K-1has been observed carefully and continuously along with the same children and the same theme of introducing the context of inventory.

B. Observational Question

What strategies and ideas have been used by the students to count their materials?

C. Purpose of the Observation

The purpose of this second observation is to figure out what is going on during learning process, the goal of Jodi’s interventions, and the differences occurred among children.

D. Description of Activity

There are two children who learn to count in snap cube table, Alicia and Esmir. The activity began when Alicia counted one by one from 73 to 78 and after that she and Esmir made a record based on the numbers they have counted. The only strategy they used is that counting the numbers by moving them without the same color or grouping the cubes. After she finished counting to 78, Esmir seemed having difficulty in making the record so that she helped him for the record.

Same as the former activity, the strategy which is used this time is that counting the cubes which actually have been arranged to 10 for each. While Alicia was counting, she stopped in 29 and thought for a while then continued to 30 and 31. Nevertheless, she recounted the number because there was no synchronization between her voice and her hand (tagging and synchronizing). Therefore, she recounted from 21, 22, 23… and so on – counting on from 20. When she counted 24, there was a cube which she counted twice, as the result she counted the block 24 and 25. Double tagging and skipping were happened here. After she arrived at 29 she said 50 instead of 30, then she repeated again from 30. When she arrived at 39 again she made mistake by saying 50 instead of 40 then it was corrected counting again from 40 to 50.

In this blocks area, each block has been bound to 5 for each but they have difficulty in counting. When Jodi asked her students; Noah, he only could count for 10 plus 10. One of her students said,” this is easy” by showing the block one by one, Gabrielle counted them: 10, 30, 40, 50, 60, 70, 80, 90, 100.  There are two mistakes from her counting; first, she missed 20 (no one to one correspondence – skipping the numbers), and also the binding block is only 5 not 10.

Meanwhile, in the second video, Jodi asked Noah to help her friend counting blocks which have been bound to 10. Surprisingly, Noah said, “I´m doing 10 plus 10 but I can´t do 10 plus 10 plus 10 plus 10 because it’s so hard”. Then, Declan helped him by counting them from 10 to 100.

In this group, Jodi begins with the question if there are 60 and 80 bandages, how many packs missing for each bandage. First, Eli took paper bag with 80 bandages on it and tried to predict if there are only 79 bandages in the bag. While Isa predicted another bag and told her if it was only 50 bandages in that bag. But Jodi emphasized once again about her question. Jodi asked them for 60th bag, then the 80th bag. In that step, Eli said if 20 equals to 2 and 30 equals to 3 packs. From that activity, we can see how patience Jodi in guiding her students so that Isa and Eli could find their own answers.

E. Conclusion

Learning number sense is like when baby initially struggle to walk, they struggle to understand the seemingly illusory notion – quantity. The big ideas and strategies in constructing an understanding of number are various. From the observation above, we can get a good intervention of Jodi to guide her students to understand some ideas such as one-to-one correspondence, cardinality, count on, and hierarchical inclusion. Besides, we can also see different activities and ideas that the children have. It must be guided correctly and we as teachers become more aware of this condition.


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