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	In: Teaching Children Mathematics, 23 (2017) 5, S.302-308 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
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	Data (Schoen et al. 2016) suggests that 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, second graders are much more likely to solve 100 minus 3 correctly than 201 minus 199. This article argues the importance of students learning to reason flexibly about subtraction. The authors highlight a useful but often ignored way of reasoning, and offer suggestions for teaching about subtraction. (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: NCTM@nctm.org; Web site: http://www.nctm.org/publications/teaching-children-mathematics/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11