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ERIC Number: EJ907051
Record Type: Journal
Publication Date: 2010-Nov
Pages: 8
Abstractor: ERIC
Reference Count: 3
ISSN: ISSN-1072-0839
Shifting Our Computational Focus
Keiser, Jane M.
Mathematics Teaching in the Middle School, v16 n4 p216-223 Nov 2010
Through professional development activities involving action research, middle-grades teachers at this author's school learned how to honor students' prior knowledge and experience by finding out about their K-5 computational development. Rather than complaining about what their students did not know, they learned to appreciate results from their K-5 instruction. These results seem to indicate more conceptual understanding, a strong number sense, and increased computational flexibility than they had seen in the past. In this article, the author shares the data and the process that middle-grades teachers undertook to learn about their students. She describes how middle-grades teachers used the Connected Mathematics Project (CMP) for mathematics instruction. Overall, the process of learning about the computational knowledge that students bring to middle school has highlighted the importance of flexibility. (Contains 6 figures and 1 table.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A