NotesFAQContact Us
Collection
Advanced
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 4 results
Arbitrary and Necessary: Part 2 Assisting Memory.
Peer reviewed Peer reviewed
Hewitt, Dave – For the Learning of Mathematics, 2001
Develops in detail implications for teaching of the arbitrary and necessary curriculum divide. Discusses practical ways forward for teachers who plan lessons and work in the classroom with sensitivity to this divide. Concentrates on teaching and learning arbitrary aspects of the curriculum. Arbitrary is in realm of memory and students have the job…
Descriptors: Elementary Secondary Education, Mathematics Curriculum, Mathematics Instruction, Memorization
Arbitrary and Necessary: Part 3 Educating Awareness.
Peer reviewed Peer reviewed
Hewitt, Dave – For the Learning of Mathematics, 2001
The third of three articles considers the necessary, which lies in the realm of awareness. Discusses the nature of awareness and its relationship to mathematics learning. (MM)
Descriptors: Elementary Secondary Education, Individual Development, Learning, Mathematics Education
Arbitrary and Necessary Part 1: A Way of Viewing the Mathematics Curriculum.
Peer reviewed Peer reviewed
Hewitt, Dave – For the Learning of Mathematics, 1999
Views the mathematics curriculum in terms of things that can be worked out by someone (necessary) and things about which everyone needs to be informed (arbitrary). This view clarifies the roles that teachers and students have within the complexities of teaching and learning. (Contains 11 references.) (ASK)
Descriptors: Elementary Secondary Education, Mathematics Curriculum, Mathematics Instruction, Teaching Methods
Mathematical Fluency: The Nature of Practice and the Role of Subordination.
Peer reviewed Peer reviewed
Hewitt, Dave – For the Learning of Mathematics, 1996
Considers traditional ways in which attempts have been made to help students become fluent in mathematics and offers a model for ways in which fluency can be achieved with a more economic use of students' time and effort than through traditional models of exercises based on repetition. (MKR)
Descriptors: Algorithms, Elementary Secondary Education, Mathematics Achievement, Mathematics Curriculum