This volume emerges from a partnership between the American Federation of Teachers and the Learning Research and Development Center at the University of Pittsburgh. The partnership brought together researchers and expert teachers for intensive dialogue sessions focusing on what each community knows about effective mathematical learning and instruction. The chapters deal with the research on, and conceptual analysis of, specific arithmetic topics (addition, subtraction, multiplication, division, decimals, and fractions) or with overarching themes that pervade the early curriculum and constitute the links with the more advanced topics of mathematics (intuition, number sense, and estimation). Serving as a link between the communities of cognitive researchers and mathematics educators, the book capitalizes on the recent research successes of cognitive science and reviews the literature of the math education community as well.Thornton and Smith (1988) reported that even a relatively high testing class of first- grade children (92% percentile on the Iowa Test of ... semester of first grade already could do the methods structured around ten for addition and subtraction ( see aquot;Level IV Word Problems: ... over 80% of the classtime of first- through third- grade children is spent working by themselves on textbook or teacher worksheets .
|Title||:||Analysis of Arithmetic for Mathematics Teaching|
|Author||:||Gaea Leinhardt, Ralph Putnam, Rosemary A. Hattrup|
|Publisher||:||Psychology Press - 1992|