Submitted by Nina Smith.
Faye B. Clark and Constance Kamii report “Multiplicative thinking was found early (45% of second graders demonstrated some multiplicative thinking) and developed slowly (only about 48% of fifth graders demonstrated consistently solid multiplicative thinking)”. So how can we support students to develop this type of thinking?
Into the fall and winter many people find themselves out hunting. No different the mathematicians perusing the NCTM Regional Conference Program Book in November in Minneapolis. With pen and highlighter poised participants were ready to hit the target of the perfect session(s) to find that “just right” strategy to address the focus of classroom or district needs.
As members of the Minnesota mathematics community, it may be no mystery that the Gopher state opted out of adopting the Common Core State Standards in Mathematics.
I attended the NCTM regional conference in Minneapolis in mid-November. As I reflected on the sessions I attended, I kept coming back to a recurring theme: The focus of instruction needs to primarily be on building understanding of the structure of mathematics.
Recently, I have been working with teachers to challenge conventional wisdom and classroom practices regarding fact fluency.