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Thompson, Ian – Mathematics Teaching, 2011
Ever since "mental arithmetic" was updated to "mental calculation," official documents have succeeded in perpetuating several basic misconceptions and misunderstandings about this topic. This situation does not augur well for the successful teaching of mental calculation strategies to young children. In this article, the author…
Descriptors: Mental Computation, Arithmetic, Misconceptions, Mathematics Instruction
Thompson, Ian – Mathematics Teaching Incorporating Micromath, 2007
The aim of this series of four articles is to look critically, and in some detail, at the primary strategy approach to written calculation, as set out on pages 5 to 16 of the "Guidance paper" "Calculation." The underlying principle of that approach is that children should use mental methods whenever they are appropriate, whereas for calculations…
Descriptors: Computation, Number Concepts, Mathematics Instruction, Cognitive Processes
Thompson, Ian – Mathematics Teaching Incorporating Micromath, 2008
In the final article of a series of four, the author deconstructs the primary national strategy's approach to written division. The approach to division is divided into five stages: (1) mental division using partition; (2) short division of TU / U; (3) "expanded" method for HTU / U; (4) short division of HTU / U; and (5) long division.…
Descriptors: Computation, Mathematics Instruction, Arithmetic, Mental Computation
Thompson, Ian – Mathematics Teaching Incorporating Micromath, 2008
In this third of a series of four articles, the author deconstructs the primary national strategy's approach to written multiplication. The approach to multiplication, as set out on pages 12 to 15 of the primary national strategy's "Guidance paper" "Calculation" (DfES, 2007), is divided into six stages: (1) mental…
Descriptors: Computation, Multiplication, Teaching Methods, Mathematics Instruction
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Thompson, Ian – European Early Childhood Education Research Journal, 1995
Interviewed 59 2nd- and 44 3rd-year elementary school students concerning their solutions to arithmetic problems commensurate with their age and ability. The results indicate that as children progress through school, they continue to use counting as an important part of their problem-solving repertoire, combining counting skills in idiosyncratic…
Descriptors: Addition, Age Differences, Arithmetic, Computation