EDU 501: Teacher as Researcher by

Article: Learning Lessons About Lessons: Memories of Mathematics Instruction

anall6755 — 2013-05-09 01:40:15 UTC

Great article about how past experiences as students of mathematics influences how we teach mathematics. It also explains how computation without conceptual understanding does not result in true learning.

Project Topic Ideas:

anall6755 — 2013-05-09 01:43:46 UTC

Should students rote memorize basic math facts?
What approach is best for teaching students their basic math facts?
Should teaching basic math facts be done prior to more complex instruction or simultaneously?

Xtra Math

anall6755 — 2013-05-09 01:45:18 UTC

https://www.xtramath.org/

Free online practice of addition, subtraction, multiplication, and division facts that allows paperless teacher monitoring.

Article: Students' Strategies for Simple Computations

anall6755 — 2013-05-09 01:57:43 UTC

http://media.pearsoncmg.com/ph/chet/chet_myeducationlab/DV2013/elem_mathmethods/topic5/BTSD_LO5_4_StudentsStrategiesforSimpleComputations_tab1.html

Math facts are the building block for higher level math. Derived facts help students learn their math facts prior to memorization.

Idea:

anall6755 — 2013-05-09 02:00:24 UTC

If the child spends a lot of time doing the basic facts, he/she is more likely to be confused with the processes and get lost in their calculations. From:

"Why do Kids Need to Learn Math Facts?"

K5 Learning Blog

http://www.k5learning.com/blog/why-do-kids-need-learn-math-facts

Common Core Standards for Mathematics

anall6755 — 2013-05-09 02:08:42 UTC

Article: Report Urges Changes in Teaching Math (2008)

anall6755 — 2013-05-09 02:16:28 UTC

http://www.nytimes.com/2008/03/14/education/14math.html

Discusses the importance of moving basic math facts to long term memory so that short term (working) memory is available for application with new math processes. This is true for any content area. The article cites a research report on academic achievement in math.

Book: Elementary and Middle School Mathematics: Teaching Developmentally

anall6755 — 2013-05-09 21:55:59 UTC

Van de Walle, Karp, & Bay-Williams, 2013

Describes the importance of conceptual understanding as a foundation for procedural knowledge.

Article: Developing Fact Fluency in Mathematics

anall6755 — 2013-05-09 23:22:07 UTC

Drill and practice do not work if students are not conceptually ready. Practice needs to be daily with derived fact strategies.

Article: Rules or Understanding

anall6755 — 2013-05-16 01:30:06 UTC

Though rules are important for solving math problems, understanding why a certain operation is used is important and should precede procedural knowledge.

Article: Basic Math Facts in Everyday Math

anall6755 — 2013-05-16 01:49:40 UTC

http://everydaymath.uchicago.edu/parents/understanding-em/facts/

Basic math facts must be memorized, but they need to be learned first through games, fact families, visual representations, and real-life connections.

Book: Mastering the Basic Facts in Addition and Subtraction

anall6755 — 2013-05-16 01:54:11 UTC

Basic math facts are essential but can be problematic to teach and learn. Conceptual understanding and real-world connections aid in building computational fluency.

Article: Mastering Math Facts: Research and Results

anall6755 — 2013-05-16 02:00:07 UTC

Learning math facts is essential but happens in three stages: procedural knowledge of figuring out facts, strategies for remembering facts based on relationships, and automaticity in math facts - declarative knowledge.

Article: Is It True That Some People Just Can't Do Math?

anall6755 — 2013-05-16 02:17:51 UTC

Virtually everyone can learn mathematic procedures and concepts. Procedures and concepts may best be taught simultaneously since each influences the other. Factual knowledge must be memorized to free the brain to focus its working memory on complex problems which have simpler problems embedded in them.