Relational Thinking: What's the Difference?

Autor/inn/en	Whitacre, Ian; Schoen, Robert C.; Champagne, Zachary; Goddard, Andrea
Titel	Relational Thinking: What's the Difference?
Quelle	23 (2016) 5, S.303-309 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Subtraction; Concept Formation; Learning Activities; Elementary School Mathematics; Grade 1; Grade 2; Mathematical Logic; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Subtraktion; Concept learning; Begriffsbildung; Lernaktivität; Elementare Mathematik; Schulmathematik; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Mathematical logics; Mathematische Logik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	How much is 41 - 39? How about 100 - 3? Which of those computations was easier for you to do? It so happens that first graders are much more likely to solve 100 - 3 correctly than 41 - 39. Likewise, second graders are much more likely to solve 100 - 3 correctly than 201 - 199. Our data (Schoen et al. 2016) suggest that the latter problems are more difficult for students to solve correctly, because many students' understanding of subtraction is limited by thinking about the operation only as take-away or by using a default procedure, such as the standard subtraction algorithm in the United States. In this article, we argue the importance of students learning to reason flexibly about subtraction. We highlight a useful but often-ignored way of reasoning, and we offer suggestions for teaching about subtraction. [This paper was published in "Teaching Children Mathematics" (EJ1122656).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11