Mental Computation: The Benefits of Informed Teacher Instruction
Heirdsfield, Ann M. & Lamb, Janeen T. (2005) Mental Computation: The Benefits of Informed Teacher Instruction. In Clarkson, Philip, Downtown, Ann, Gronn, Donna, Horne, Marj, McDonough, Andrea, Pierce, Robyn, et al. (Eds.) MERGA 28 - 2005 Building connections: Theory, research and practice, July, 2005, Melbourne.
This study investigated the change in student mental computation strategies for addition and subtraction following eight half-hour lessons over an eight-week period. The principal researcher provided the teacher with a theoretical background for mental computation and support materials for the development of the instructional program. Twenty-one Year 2 students participated in pre- and post-testing using individual interviews to identify the students’ mental computational methods. The results indicated that students who employed inefficient methods such as counting moved to more sophisticated strategies such as wholistic compensation. Other students who already employed some sophisticated strategies increased their repertoire.
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|Item Type:||Conference Paper|
|Keywords:||mathematics education, mental computation, early years mathematics, teacher knowledge|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2005 MERGA|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||22 Jul 2005 00:00|
|Last Modified:||29 Feb 2012 13:13|
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