Is It Counting, or Is It Adding?

Autor/inn/en	Eisenhardt, Sara; Fisher, Molly H.; Thomas, Jonathan; Schack, Edna O.; Tassell, Janet; Yoder, Margaret
Titel	Is It Counting, or Is It Adding?
Quelle	In: Teaching Children Mathematics, 20 (2014) 8, S.498-507 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Leitfaden; Unterricht; Lehrer; Mathematics Instruction; State Standards; Grade 2; Elementary School Mathematics; Computation; Addition; Subtraction; Arithmetic; Numeracy; Mathematical Concepts; Cognitive Processes; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; School year 02; 2. Schuljahr; Schuljahr 02; Elementare Mathematik; Schulmathematik; Subtraktion; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Rechenkompetenz; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The Common Core State Standards for Mathematics (CCSSI 2010) expect second grade students to "fluently add and subtract within 20 using mental strategies" (2.OA.B.2). Most children begin with number word sequences and counting approximations and then develop greater skill with counting. But do all teachers really understand how this occurs? Have teachers been given ample opportunities to understand how this progression of early numeracy develops? This article encourages teachers to appreciate the complexity of counting and adding skills by viewing them through the lens of an early numeracy progression. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10