Flexibility across and flexibility within: The domain of integer addition and subtraction

Lamb, Lisa; Bishop, Jessica Pierson; Whitacre, Ian; Philipp, Randolph A.

doi:10.1016/j.jmathb.2023.101031

Cited by 2 publications

(3 citation statements)

References 45 publications

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“…For example, using contrasting cases, such as having students compare the problem 5 − 3 = 2 with 3 − 5 = −2, can help them notice important features. Another study confirms the benefits of teachers asking children to compare and contrast ways of reasoning used on problems of different problem types to evoke different strategies [50]. Children then see and understand features of each problem that made one way of reasoning easier for solving one problem type than another.…”

Section: Thoughtful Examples and Non-examplesmentioning

confidence: 66%

“…Finally, as useful as these findings are, they are general teaching strategies. Highquality teaching also depends on knowledge of content, how children think and learn about that content, and how specifically to teach that content for each important topic in early math [39,[45][46][47][48][49][50][51][52][53][54]. This applies to intentional teaching, and perhaps more so to child-initiated contexts such as play, so as to fully understand how to support children's creative math thinking and learning [5,39,55].…”

Section: Useful Evidencementioning

confidence: 99%

“…Children then see and understand features of each problem that made one way of reasoning easier for solving one problem type than another. Such comparisons develop better problem solving and flexible mathematical thinking [50].…”

Section: Thoughtful Examples and Non-examplesmentioning

confidence: 99%

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Research and Pedagogies for Early Math

Clements,

Lizcano,

Sarama

2023

Education Sciences

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The increasing interest in early childhood mathematics education for decades has increased the need for empirically supported pedagogical strategies. However, there is little agreement on how early math might best be taught. We draw from the empirical literature to paint a picture of research-based and research-validated pedagogical approaches and strategies for teaching early math. Most approaches share core characteristics, including concern for children’s interests and engagement and for working on content matched to children’s level of thinking. Learning trajectories are an especially useful organizing structure because they combine and integrate educational goals, development of children’s thinking, and empirically supported pedagogical strategies. Therefore, they help teachers interpret what the child is doing, thinking, and constructing, and offer instructional activities that extend children’s mathematical thinking. Simultaneously, teachers can see instructional strategies from the child’s perspective, offering meaningful and joyful opportunities to engage in learning.

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Section: Thoughtful Examples and Non-examplesmentioning

confidence: 66%