What Can We Learn from Correct Answers?

Autor/inn/en	Ebby, Caroline B.; Hulbert, Elizabeth T.; Fletcher, Nicole
Titel	What Can We Learn from Correct Answers?
Quelle	In: Teaching Children Mathematics, 25 (2019) 6, S.347-353 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Mathematics Instruction; Problem Solving; Mathematical Logic; Learning Processes; Grade 2; Elementary School Students; Elementary School Teachers; Student Diversity; Mathematical Concepts; Concept Formation; Addition; Subtraction + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Mathematical logics; Mathematische Logik; Learning process; Lernprozess; School year 02; 2. Schuljahr; Schuljahr 02; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Concept learning; Begriffsbildung; Subtraktion
Abstract	Assessing student learning traditionally involves determining whether students can solve a certain percentage of problems correctly, under the assumption that this achievement indicates they have the knowledge and understanding they need to progress to new topics. This article explores what teachers can learn from looking closely at student strategies, even when most students in the class obtain the correct answer. Through an example from a second grade classroom, the authors explore how this approach helps teachers target diverse student needs to move all students forward toward building procedural fluency from conceptual understanding (NCTM 2014). (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: NCTM@nctm.org; Web site: http://www.nctm.org/publications/teaching-children-mathematics/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01