Deconstructing Calculation Methods: Part 1

Autor/in	Thompson, Ian
Titel	Deconstructing Calculation Methods: Part 1
Quelle	In: Mathematics Teaching Incorporating Micromath, (2007) 202, S.14-15 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5785
Schlagwörter	Stellungnahme; Computation; Number Concepts; Mathematics Instruction; Cognitive Processes; Mathematical Models; Writing (Composition); Mathematics Skills; Numeracy; Arithmetic; Elementary School Mathematics; Teaching Methods + Suchen Sie Ihr Suchwort? Number concept; Zahlbegriff; Mathematics lessons; Mathematikunterricht; Cognitive process; Kognitiver Prozess; Mathematical model; Mathematisches Modell; Schreibübung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rechenkompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The aim of this series of four articles is to look critically, and in some detail, at the primary strategy approach to written calculation, as set out on pages 5 to 16 of the "Guidance paper" "Calculation." The underlying principle of that approach is that children should use mental methods whenever they are appropriate, whereas for calculations that they cannot do in their heads they should use an efficient written method accurately and with confidence. In the first part of this series, the author deconstructs the primary strategy's approach to written addition. The strategy's approach to addition is divided into four stages: (1) the empty number line; (2) partitioning; (3) expanded methods in columns; and (4) column methods. This progression matches the original National Numeracy Strategy (NNS) approach of counting [right arrow] mental [right arrow] jottings [right arrow] expanded written [right arrow] compact written, but unfortunately, like the NNS, shows a misunderstanding of the purpose of the empty number line (ENL). The Dutch, who developed the ENL, never envisaged it as a link between mental and written strategies, but rather as a tool to support mental calculation. It provides a physical, and then later, a mental model for such calculations. Here, the author critiques each stage of the strategy. (Contains 5 figures.) (ERIC).
Anmerkungen	Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail: admin@atm.org.uk; Web site: http://www.atm.org.uk/mt/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10