Contemplate Then Calculate

Autor/inn/en	Lucenta, Amy; Kelemanik, Grace
Titel	Contemplate Then Calculate
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 115 (2022) 1, S.16-25 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Education; Mathematics Instruction; Teaching Methods; Computation; Thinking Skills; Mathematics Skills; Problem Solving; Task Analysis; Learning Strategies; Elementary School Mathematics; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Aufgabenanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Elementare Mathematik; Schulmathematik
Abstract	Students often look to the standard algorithm, which requires rewriting the task, regrouping tens to create enough ones to subtract, and other opportunities to make errors. However, when the authors apply structural thinking, the resultant strategy is an efficient and elegant shortcut and even brings a positive connotation to the word "shortcut!" So, the question is, how do teachers reduce students' knee-jerk reactions to follow procedures and algorithms and increase their capacity to pause and notice mathematical structure to find shortcuts? One response is to develop their capacity to think structurally. In this article, the authors will explore what it means to think structurally and introduce an instructional routine, Contemplate Then Calculate, to engage students in and develop structural thinking so that teachers can implement it with their students. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01