The Truth about PEDMAS

Autor/in	Ameis, Jerry A.
Titel	The Truth about PEDMAS
Quelle	In: Mathematics Teaching in the Middle School, 16 (2011) 7, S.414-420 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Mathematics Instruction; Arithmetic; Mnemonics; Multiplication; Subtraction; Preservice Teachers; Algebra + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mnemotechnik; Multiplikation; Subtraktion
Abstract	When learning the order of operations, students are instructed to adhere to a directive when determining the numerical value of an arithmetic expression. A more typical approach is the use of a popular mnemonic called PEDMAS (parentheses, exponents, division, multiplication, addition, subtraction). The literature is scant on conceptual approaches to teaching order of operations. The approaches do not involve students developing a significant understanding of why the indicated order should be followed or under what conditions it should be followed. The emphasis is on students following PEDMAS (or variants) in a prescribed manner. However, PEDMAS and its variants do not encourage conceptual understanding of the order of operations. They may also partially explain why students make particular mistakes in arithmetic and in corresponding algebraic forms. In this article, the author discusses the myth of PEDMAS as a mathematical law and describes the advantage of developing the hierarchy-of-operators triangle to students. He points out that developing the hierarchy-of- operators triangle and its application encourages conceptual thinking and understanding. It also has a potentially significant payoff when learning algebra. (Contains 6 figures.) (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