Download Analysis of Arithmetic for Mathematics Teaching by Gaea Leinhardt, Ralph Putnam, Rosemary A. Hattrup PDF

By Gaea Leinhardt, Ralph Putnam, Rosemary A. Hattrup

This quantity emerges from a partnership among the yankee Federation of lecturers and the educational examine and improvement middle on the college of Pittsburgh. The partnership introduced jointly researchers and specialist lecturers for extensive discussion classes targeting what each one group is familiar with approximately powerful mathematical studying and guideline. The chapters take care of the study on, and conceptual research of, particular mathematics subject matters (addition, subtraction, multiplication, department, decimals, and fractions) or with overarching topics that pervade the early curriculum and represent the hyperlinks with the extra complex themes of arithmetic (intuition, quantity feel, and estimation). Serving as a hyperlink among the groups of cognitive researchers and arithmetic educators, the publication capitalizes at the fresh learn successes of cognitive technological know-how and reports the literature of the maths schooling neighborhood as well.

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187), while leaving the structure of the problem intact. , 7,431 -j- 58 changed to 7,200 60) are all reformulation techniques. In the second process, called translation, the mathematical structure itself is changed to a more manageable form. For example, thinking of 78-1-82 -1- 77 -I- 79 as about 4 x 80 changes the structure of the problem from one requiring addition to one requiring multiplication. The third process used by good estimators was compensation. Adjustments were made both dur­ ing and after calculation to bring an estimate closer to the exact answer.

The ability to decompose and recompose numbers is at the heart of flexible mental computation (Greeno, 1989; Resnick, 1989a; Trafton, 1989). American programs allow for little explora­ tion beyond place-value “trading,” although CAP2 allows more than CAPl. The Oral Exercises in the Soviet program provide some examples of the kinds of problems that would help students increase their flexibility with number composition. Another way to focus on decomposition and recom­ position would be to incorporate this topic more fully into practice with mental computation by suggesting and exploring many ways of doing the same problem.

90 28 + □ > 28 □ - 1 > 16 - 1 What signs should replace the asterisks to make these true? 50 + 20 * 50 + 30 18 - 5 * 46 - 5 5+ 8*8+ 5 1. MAKING SENSE OF NUMBERS 33 Grade 2: Compare the following: (6 + 8) - (2 + 4) and (6 + 4) - (8 + 2) 24 - (4 + 10) and 2 4 - 4 + 10 How much greater is the product 6 x 7 them 6 x 6 ? Grade 3: Are these true? 25500500 < 25500400; 865328 > 865000 Insert a digit in the square so that these numbers are in increasing order: 32,249,677 32,2 □ 9,687 32,299,637 Make these true: 372 > 3 □ 3, 11111 > 1111 □ Are these true?

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