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The formula triangle and other problems with procedural teaching in mathematics

Southall, Edward (2016) The formula triangle and other problems with procedural teaching in mathematics. School Science Review, 97 (360). pp. 49-53. ISSN 0036-6811

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Abstract

Students often express dislike of mathematics, even when they seem competent
at it. They are often taught shortcuts for untangling mathematical problems; however, these
shortcuts can bypass understanding and diminish a student’s ability to recognise when an answer
looks correct and when it does not. Using the examples of the formula triangle and a method
for subtraction, it is shown that the mathematical steps to solve problems must be thoroughly understood before they are used, to lead to the understanding of short routines. Only then will students become confident in their answers.

Item Type: Article
Contributors:
ContributionNameEmailORCID
AuthorSOUTHALL, EDWARDe.southall@hud.ac.ukUNSPECIFIED
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Schools: School of Education and Professional Development
Related URLs:
Depositing User: Edward Southall
Date Deposited: 08 Nov 2016 11:16
Last Modified: 21 Oct 2017 20:17
URI: http://eprints.hud.ac.uk/id/eprint/29803

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