Strategies Order of Operations

After completing the required readings from Kiss My Math (McKellar, 2009) and Elementary and Middle School Mathematics: Teaching Developmentally (Van de Walle, Karp, & Bay-Williams, 2013), discuss one of the following.
What strategies do you use to help students understand and appropriately use the order of operations? How might order of operations be taught in a way this more than just memorizing the order? In addition, integers must be connected to real contexts and to linear and quantity models. What contexts might be used to connect to a quantity approach to integers? How can teachers build on students’ understanding of the meaning of operations as they operate within integer contexts?
OR
Address common student misconceptions about exponents. Students easily confuse some exponent values. Two of the most common cases are listed below. For each example:
Explain how the values are different in meaning.
Draw a representation to show how they are different.
Describe what investigation you would plan to help students see the differences in these values.
Example 1: 23 and 2 x 3 and 32
Example 2: 2n and n2 and 2n
Support your statements with evidence from the required studies and your research.
Click here for the rubric.
References
McKellar, D. (2009). Kiss my math. (1st ed.). New York, NY: Penguin Group.
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school mathematics: Teaching developmentally. (8th ed.).
Boston, MA: Pearson Education, Inc.