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Reveals the students level of understanding numbers and the number system. 

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Reveals the students level of understanding numbers and the number system. 

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After enough time, answers are asked for by teachers and noted on the board or in discussion. Important to accept answers without commenting on their correctness or if they were wrong. When multiple answers, it is better to show how there is more than one answer to help aid in potential learning.

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After enough time, answers are asked for by teachers and noted on the board or in discussion. Important to accept answers without commenting on their correctness or if they were wrong. When multiple answers, it is better to show how there is more than one answer to help aid in potential learning.

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Shows teachers their students confidence in mental calculations 

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Shows teachers their students confidence in mental calculations 

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attending to the meaning of quantities, not just how to compute them, and knowing and flexibly using different properties of operations and projects” (SMP2)

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attending to the meaning of quantities, not just how to compute them, and knowing and flexibly using different properties of operations and projects” (SMP2)

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Gives teachers a better understanding of students thinking processes 

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Gives teachers a better understanding of students thinking processes 

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The use of the ‘unobtrusive thumb’ rather than a hand up is to allow sufficient time for each student to begin solving the problem. The focus is obtaining a method on how to get the answer rather than who gets the answer first.

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The use of the ‘unobtrusive thumb’ rather than a hand up is to allow sufficient time for each student to begin solving the problem. The focus is obtaining a method on how to get the answer rather than who gets the answer first.

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Students provided with a mathematical prompt to think about, then use hand signals (such as thumbs up against the chest) to signal to the teacher they have a strategy to solve the problem. Hand signals let students discreetly communicate with the teacher without squelching the thinking of classmates.

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Students provided with a mathematical prompt to think about, then use hand signals (such as thumbs up against the chest) to signal to the teacher they have a strategy to solve the problem. Hand signals let students discreetly communicate with the teacher without squelching the thinking of classmates.

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No raised hands - Fist across chest for thinking, 1 finger up across chest for 1 answer, 2 for 2 solutions to the answer and so forth. Shacka hand for agreeing with another student. 

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No raised hands - Fist across chest for thinking, 1 finger up across chest for 1 answer, 2 for 2 solutions to the answer and so forth. Shacka hand for agreeing with another student. 

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The practical side of how it looks like in the classroom (student actions)

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The practical side of how it looks like in the classroom (student actions)

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 Allows students to share their ideas Teachers (Flick & Kuchey, 2015)

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 Allows students to share their ideas Teachers (Flick & Kuchey, 2015)

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Challenges students to express their thoughts verbally.

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Challenges students to express their thoughts verbally.

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Allows students to learn to see things from different perspectives and to broaden their mathematical language and understanding of different ways to solve a problem (Flick & Kuchey, 2015). 

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Allows students to learn to see things from different perspectives and to broaden their mathematical language and understanding of different ways to solve a problem (Flick & Kuchey, 2015). 

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This allows students to feel more comfortable sharing their answers and being involved as there are nearly no ‘incorrect’ strategies.  

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This allows students to feel more comfortable sharing their answers and being involved as there are nearly no ‘incorrect’ strategies.  

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Not based on accuracy of the answer but more so based on the efficiency and appropriateness of the strategy (Parrish, 2011).

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Not based on accuracy of the answer but more so based on the efficiency and appropriateness of the strategy (Parrish, 2011).

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Allows students to develop more accurate, efficient, and flexible strategies

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Allows students to develop more accurate, efficient, and flexible strategies

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This allows teachers to recognise the students weaknesses and address them throughout further lessons. 

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This allows teachers to recognise the students weaknesses and address them throughout further lessons. 

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Short Exercises completed without mathematics tools. Improves students' mental thinking.

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Short Exercises completed without mathematics tools. Improves students' mental thinking.

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Students share their different ways/mental processes while teacher records their thinking visually

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Students share their different ways/mental processes while teacher records their thinking visually

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Grade specific stratagies

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Specialised academic textbook

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Author: Sherry Parrish
OriginaPublished: 2010