Fact Strategy Instruction + Meaningful Discourse = Student Understanding

Autor/inn/en	Thompson, Deborah M.; Gay, A. Susan
Titel	Fact Strategy Instruction + Meaningful Discourse = Student Understanding
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 113 (2020) 7, S.558-564 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Instruction; Teaching Methods; Grade 3; Classroom Communication; Multiplication; Thinking Skills; Instructional Materials; Questioning Techniques; Elementary School Teachers; Discussion (Teaching Technique); Learning Strategies; Recall (Psychology); Teacher Student Relationship + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 03; 3. Schuljahr; Schuljahr 03; Klassengespräch; Multiplikation; Denkfähigkeit; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Befragungstechnik; Fragetechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Abberufung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Instruction of multiplication facts has been and continues to be an essential part of mathematics curriculum for students in the intermediate grades with the majority of initial instruction at third grade. Teachers often comment that this is a topic that students struggle to master and that they frequently use fluency drills and fact flash cards to promote memorization. However, alternatives are being used with positive results (e.g., Kling and Bay-Williams 2015). These include the use of fact strategies that focus on understanding and sense making and the use of meaningful classroom discourse with teacher questions to guide student thinking. Drawing first on background about fact strategies and classroom discourse, this article explains the work completed with a group of third-grade teachers as the authors investigated how incorporating intentional questions to promote discussion with fact strategy work could have an impact on students' understanding of their multiplication facts. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01