ERIC Number: ED462276
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
A Contextual Investigation of Three-Digit Addition and Subtraction.
McClain, Kay; Cobb, Paul; Bowers, Janet
This paper discusses an approach to the study of algorithms which values students' construction of nonstandard algorithms but also emphasizes the essential roles of the teacher and instructional activities in supporting the development of students' numerical reasoning. Episodes are presented from a 3rd grade classroom in which a 9-week teaching experiment was conducted. One of the goals of the experiment was to develop an instructional sequence to support third graders' construction of increasingly sophisticated conceptions of place-numeration and increasingly efficient algorithms for adding and subtracting three-digit numbers. The intent is not to offer examples of exemplary teaching but to provide a context in which to examine the relationship between numerical understanding and the use of powerful algorithms. The instructional sequence developed in the course is outlined first. This is followed by a series of vignettes from the classroom that focus on students' algorithms and their beliefs. (MM)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Council of Teachers of Mathematics, Inc., Reston, VA.; National Center for Improving Student Learning and Achievement in Mathematics and Science, Dartmouth, MA.