Transforming Teacher Learning to Student Learning
Sue Lampkin - Mountain View, California - Kenneth E. Slater Elementary School
What first grade math teachers need to know

Addition and Subtraction
Problem Solving
Applying math knowledge to teaching practice

Looking closely at student learning

Faculty learning in collaboration


Sue Lampkin and Slater School

Reflecting about Teaching and Learning



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Case Development:
The Carnegie Foundation for the Advancement of Teaching

Liping Ma worked closely with our faculty at Slater and presented a very helpful way for us to differentiate among the many types of story problems that we use with children. I learned a three important of things from this experience: a) that a variety of actual actions may be represented by addition; b) these addition concepts each can serve as a bridge to two subtraction concepts that are made more meaningful by the addition; and c) I had mixed and matched these addition and subtraction concepts throughout the first grade year without attention to a sequence. I even felt comfortable abandoning an approach entirely if a student could understand "a different way." I now know that a thorough introduction and a broadened exposure to problems of all types prevents children from being "locked in" to particular ways of thinking and when more complex word problems enter into the curriculum, such as two-step problems and comparison problems, my first graders, I hope, will tackle these packing a powerful conceptual toolkit.

Take a peek at how confused we were the first time we discussed this at a faculty meeting!

What are the problem types that Liping Ma taught the Slater teachers?

Where can I learn more about Liping Ma's well-known book, Knowing and Teaching Elementary Math?

Read an interview with Liping Ma regarding teacher content knowledge?

Who is Liping Ma?

My colleague Kathleen Bransfield explains how she has utilized Liping Ma's models of the problem types.

My colleague Susan Jensen explains the impact of learning something that "I didn't know I didn't know."


Is this pedagogical content knowledge?

Dr. Ma comments on some ambiguous terms in mathematics instruction
Dr. Ma
Liping Ma discusses the benefit of Lampkin's system to help promote a problem solving approach, but also mentions the need to support flexible thinking among children making sure they do not become "locked in" to a single way of thinking. She also raises the issue of how vague the term "problem solving" has become.
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