Download Supporting Mathematical Thinking by Anne Watson, Visit Amazon's Jenny Houssart Page, search PDF

By Anne Watson, Visit Amazon's Jenny Houssart Page, search results, Learn about Author Central, Jenny Houssart, , Caroline Roaf

This booklet appears at how practitioners have serious about the totally academic software mind to the matter of constructing mathematical pondering between one's students. each one bankruptcy demonstrates reflective minds at paintings, hoping on shut remark, willingness to appreciate the student's pondering methods and sufferer dedication to scholars over lengthy sessions of time.

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In other words, she had focused on the relationships between the points rather than the points themselves, and selected all those for which the relationship was the same. In drawing these in she had to use the actual positions of the points, but had created for herself a higher level task involving identifying relationships, classifying them, and performing all those of the same type at once. In conversation with her I found out that she had done this to make the task ‘more interesting’ and had thought it more efficient.

For example, Hughes (1986) reported that many primary schoolchildren demonstrate difficulty in translating between concrete and numerical formats (in either direction), even when they are reasonably proficient at doing sums in either one of these formats, and has suggested that this difficulty in translation may be an important hindrance to children’s understanding of arithmetic. The current project includes tasks of translating in all possible directions between numerical (written sums); concrete (operations with counters); and verbal (word problem) formats for both addition and subtraction.

His short-term memory problems (or it could have been an inability to abstract a cardinal understanding of number) were a ‘clear barrier to mathematical learning’. Another example of a clear barrier to learning is given by Tomkys (2001), who tells of a young student whose performance in subtraction calculations was correct until the end, when she always subtracted one from the units as a final operation. In spite of being able to spend several hours in one-to-one teaching, the teacher was unable to locate the source of this error, supposing in the end that it was a misapplication of a rule which might sometimes apply correctly to the ‘tens’ column.

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