Teaching Number Fact and Computational Fluency: Teachers' Perceptions and Impact upon Practice [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (42nd, Perth, Western Australia, Jun 30-Jul 4, 2019).

Autor/inn/en	Thiele, Catherine; Dole, Shelley; Carmichael, Peter; Simpson, Jenny; O'Toole, Christine
Institution	Mathematics Education Research Group of Australasia
Titel	Teaching Number Fact and Computational Fluency: Teachers' Perceptions and Impact upon Practice [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (42nd, Perth, Western Australia, Jun 30-Jul 4, 2019).
Quelle	(2019), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computation; Mathematics Instruction; Teacher Attitudes; Elementary School Teachers; Elementary School Students; Grade 3; Grade 4; Mathematics Skills; Teaching Methods; Skill Development; Instructional Effectiveness; Numbers; Teacher Competencies; Teaching Skills; Pedagogical Content Knowledge; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtserfolg; Zahlenraum; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Pädagogische Kompetenz; Ausland; Australien
Abstract	This paper presents primary school teachers' perceptions associated with their engagement in a project aimed at building Year 3 and Year 4 students' number fact and computational fluency. Throughout the project, teachers were provided with classroom ideas and suggestions for engaging students in number fact practice and for generating student discussions about computational strategies. They were also presented ideas for a teaching sequence for building number facts through thinking strategies; that is, a strategies approach. The impact of this program, through survey responses reveal marked shifts (pre- to post-project) in teacher attitudes, skills, knowledge and practices around teaching fluency with number facts. The impact of the teacher implementing a strategies approach to teaching number facts and computational fluency is discussed. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01