Cultivating Mathematical Skills: From Drill-and-Practice to Deliberate Practice

Autor/inn/en	Lehtinen, Erno; Hannula-Sormunen, Minna; McMullen, Jake; Gruber, Hans
Titel	Cultivating Mathematical Skills: From Drill-and-Practice to Deliberate Practice
Quelle	In: ZDM: The International Journal on Mathematics Education, 49 (2017) 4, S.625-636 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lehtinen, Erno)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-017-0856-6
Schlagwörter	Mathematics Skills; Drills (Practice); Educational Practices; Mathematics Activities; Skill Development; Intervention; Intentional Learning; Learning Strategies; Teaching Methods; Active Learning; Technology Uses in Education; Meta Analysis; Number Concepts + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Bildungspraxis; Kompetenzentwicklung; Qualifikationsentwicklung; Intentionales Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Meta-analysis; Metaanalyse; Number concept; Zahlbegriff
Abstract	Contemporary theories of expertise development highlight the crucial role of deliberate practice in the development of high level performance. Deliberate practice is practice that intentionally aims at improving one's skills and competencies. It is not a mechanical or repetitive process of making performance more fluid. Instead, it involves a great deal of thinking, problem solving, and reflection for analyzing, conceptualizing, and cultivating developing performance. This includes directing and guiding future training efforts that are then fine-tuned to dynamically evolving levels of performance. Expertise studies, particularly in music and sport, have described early forms of deliberate practice among children. These findings are made use of in our analysis of the various forms of practice in school mathematics. It is widely accepted that mathematics learning requires practice that results in effortless conducting of lower level processes (such as quick and accurate whole number arithmetic with small numbers), which relieve cognitive capacity for more complex tasks. However, the typical training of mathematical skills in educational contexts can be characterized as drill-and-practice that helps automatize basic skills, but often leads to inert routine skills instead of adaptive and flexible number knowledge. In this article we summarize findings of studies which describe students' self-initiated, deliberate practice in learning number knowledge and intervention studies applying deliberate practice in mathematics teaching, including technology-based learning environments aimed at triggering practice that goes beyond mechanical repeating of number skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01