Oral and Mental Mathematics

Autor/in	Davis, Sue
Titel	Oral and Mental Mathematics
Quelle	In: Mathematics Teaching, (2009) 215, S.45-48 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5785
Schlagwörter	Student Teachers; Teaching Skills; Mathematics Instruction; Elementary School Mathematics; Mathematical Concepts; Mathematics Teachers; Preservice Teacher Education; Computation; Intervention; Mathematics Skills; Instructional Effectiveness; Self Esteem; Teacher Competencies; Student Teacher Attitudes; Arithmetic + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Unterrichtserfolg; Self-esteem; Selbstaufmerksamkeit; Lehrkunst; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	The Williams Review (Dept. for Children, Schools and Families, 2008) is significantly important to all early years and primary educationalists, including those who are involved in teaching mathematics to the next generation of primary school teachers. The report, compiled as a result of this review, sets out the ways that children in primary schools and early years settings can most effectively gain an understanding and appreciation of mathematics. As a maths tutor on a primary Postgraduate Certificate in Education (PGCE) course, this author is clearly one who needs to begin to implement the recommendations of this major review into the teaching of mathematics. In order to determine how prepared the new generation of teachers are, Davis conducted a small-scale study designed to answer the following questions: (1) What mental calculation strategies do the students possess?; (2) Can my intervention enable the students to learn a range of mental strategies and use them effectively?; (3) Is there any effect of the intervention on classroom practice?; and (4) Are the students more confident in their own abilities to teach a range of strategies after intervention? Results of this study indicated that just a small amount of input for initial teacher training students can have a large impact on their understanding, knowledge, and ability to focus on key strategies in school. (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