NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1134194
Record Type: Journal
Publication Date: 2017-Feb
Pages: 8
Abstractor: ERIC
ISSN: ISSN-1073-5836
Bridging Informal and Formal Reasoning
Hodges, Thomas E.; Johnson, Malisa; Roy, George J.
Teaching Children Mathematics, v23 n6 p368-375 Feb 2017
Children's intuitive understandings of mathematical ideas--both correct, generalizable strategies alongside misconceptions--showcase the complexity of their thinking. However, recognizing children as complex thinkers is one thing but it is another thing altogether to leverage their ideas to plan for and carry out mathematics instruction. The purpose of this article is to describe our efforts to make students' thinking explicit in ways that lead to generalizable procedures for solving problems. Furthermore, we provide a set of principles and practices that we have found productive in our planning and implementation of mathematics tasks. As an example, the authors draw on their work in a classroom of fourth-grade students, where a classroom teacher, a university faculty member, and preservice teachers regularly focus and reflect on children's mathematical thinking.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 4; Intermediate Grades; Elementary Education; Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A