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Buchholz, Lisa M. – Teaching Children Mathematics, 2016

Several detours prompted me to find time in an overcrowded school day to incorporate important, powerful, daily, whole-class application of fact strategies. A few years ago, I embarked on a journey with my second graders, a journey through the strategies for mental computation of addition and subtraction facts. The focus of that journey was to…

Descriptors: Mathematics Instruction, Elementary School Mathematics, Grade 2, Computation

Bobis, Janette – Teaching Children Mathematics, 2007

This article explores the origins and potential benefits of the empty number line for the development of mental computation. It also provides a learner's perspective of its use through the reflections of nine-year-old Emily. (Contains 3 figures.)

Descriptors: Mental Computation, Number Concepts, Elementary School Students, Student Attitudes

Mack, Nancy K. – Teaching Children Mathematics, 2011

Exploring number systems of other cultures can be an enjoyable learning experience that enriches students' knowledge of numbers and number systems in important ways. It helps students deepen mental computation fluency, knowledge of place value, and equivalent representations for numbers. This article describes how the author designed her…

Descriptors: Number Systems, Mental Computation, Number Concepts, Learning Experience

Parrish, Sherry D. – Teaching Children Mathematics, 2011

"Classroom number talks," five- to fifteen-minute conversations around purposefully crafted computation problems, are a productive tool that can be incorporated into classroom instruction to combine the essential processes and habits of mind of doing math. During number talks, students are asked to communicate their thinking when presenting and…

Descriptors: Student Motivation, Classroom Environment, Teaching Methods, Thinking Skills

Fung, Maria G.; Latulippe, Christine L. – Teaching Children Mathematics, 2010

Elementary school teachers are responsible for constructing the foundation of number sense in youngsters, and so it is recommended that teacher-training programs include an emphasis on number sense to ensure the development of dynamic, productive computation and estimation skills in students. To better prepare preservice elementary school teachers…

Descriptors: Preservice Teachers, Number Systems, Mathematics Teachers, Elementary School Teachers

Eisenhardt, Sara; Fisher, Molly H.; Thomas, Jonathan; Schack, Edna O.; Tassell, Janet; Yoder, Margaret – Teaching Children Mathematics, 2014

The Common Core State Standards for Mathematics (CCSSI 2010) expect second grade students to "fluently add and subtract within 20 using mental strategies" (2.OA.B.2). Most children begin with number word sequences and counting approximations and then develop greater skill with counting. But do all teachers really understand how this…

Descriptors: Mathematics Instruction, State Standards, Grade 2, Elementary School Mathematics

Kamii, Constance; Rummelsburg, Judith – Teaching Children Mathematics, 2008

To build cognitive foundation for number, twenty-six low-performing, low-SES first graders did mathematical physical-knowledge activities, such as "bowling," during the first half of the year. As their arithmetic readiness developed, they tried more word problems and games. At the end of the year, these children did better in mental arithmetic and…

Descriptors: Textbooks, Mental Computation, Number Concepts, Word Problems (Mathematics)

Kinzer, Cathy J.; Stanford, Ted – Teaching Children Mathematics, 2013

This article presents a sequence of learning activities that lead to using the area model of multiplication to understand the distributive property (DP). The connection between area and multiplication is an important one, both for algebraic thinking and for geometry, as indicated in two of the critical areas for the third grade in the Common Core…

Descriptors: Mathematics Instruction, Multiplication, Learning Activities, Mathematical Concepts

Godfrey, Connie J.; Stone, Jamalee – Teaching Children Mathematics, 2013

Math games can be powerful tools in helping students achieve automaticity in basic addition and related subtraction facts if both teachers and students use them purposefully. According to the National Council of Teachers of Mathematics (NCTM 2000), developing a solid mathematical foundation is essential for every child in prekindergarten through…

Descriptors: Mathematics Instruction, Mathematics Skills, Educational Games, Arithmetic

Peer reviewed

Thornton, Carol A.; And Others – Teaching Children Mathematics, 1995

Presents a series of reflections in which a second-grade teacher recognizes the value of encouraging children to develop various computational processes as well as a range of different solution approaches. Uses the context of mentally calculating costs of menu items. (MKR)

Descriptors: Computation, Elementary School Mathematics, Grade 2, Learning Activities

Zaferos, Melanie – Teaching Children Mathematics, 2016

This investigation presents students with the challenge of determining the total number of eggs in a photograph of a stack of egg trays. The perspective of the photograph does not allow students to count all the individual eggs in the top tray but does allow them to see the number of eggs in one row and one column of the top tray. During this…

Descriptors: Mathematics Instruction, Teaching Methods, Photography, Multiplication

Fisher, Elaine Cerrato; Roy, George; Reeves, Charles – Teaching Children Mathematics, 2013

Mrs. Fisher's class was learning about arithmetic functions by pretending to operate real-world "function machines" (Reeves 2006). Functions are a unifying mathematics topic, and a great deal of emphasis is placed on understanding them in prekindergarten through grade 12 (Kilpatrick and Izsák 2008). In its Algebra Content Standard, the…

Descriptors: Arithmetic, Mathematics Instruction, Mathematical Concepts, Tables (Data)