2, 4, 8: Doubling Snakes, Caterpillars and Goats Made Easy!

Autor/in	Kartambis, Kathy
Titel	2, 4, 8: Doubling Snakes, Caterpillars and Goats Made Easy!
Quelle	In: Australian Primary Mathematics Classroom, 12 (2007) 4, S.28-32 (5 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0286
Schlagwörter	Leitfaden; Unterricht; Lehrer; Mental Computation; Number Concepts; Subtraction; Arithmetic; Mathematics Skills; Mathematics Instruction; Elementary School Students; Problem Solving; Educational Games + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kopfrechnen; Number concept; Zahlbegriff; Subtraktion; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Problemlösen; Educational game; Lernspiel
Abstract	Research has established that children's development of addition and subtraction skills progresses through a hierarchy of strategies that begin with counting-by-one methods through to flexible mental strategies using a combination of knowledge of basic facts and understanding of place value. An important transition point is the shift from the counting-by-one strategy for addition to a variety of strategies that do not rely on counting by ones. Assisting the child to develop sophisticated non-count-by-one strategies, such as doubling, also supports a child's progression through the ideas of equal grouping and skip-counting to multiplication and division. According to McIntosh (2004), encouraging students to concentrate on the mental computation strategies they use for counting, can lead to enhanced confidence in handling numbers and understanding place value. This article presents three complete lesson ideas designed to introduce and develop young children's confidence in the computation strategies associated with doubling numbers. The lessons also aim to develop children's problem-solving and working-mathematically skills, particularly skills in recording using drawings, numerals, symbols, and words. (Contains 2 figures.) (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10