TY - JOUR
T1 - Meaningful Mathematics Instruction
T2 - The Case of Fractions
AU - Baroody, Arthur J.
AU - Hume, Janice
N1 - Copyright:
Copyright 2016 Elsevier B.V., All rights reserved.
PY - 1991/5
Y1 - 1991/5
N2 - Many children have difficulty learning mathematics because of developmentally inappropriate instruction. The article discusses a number of recommendations by mathematics educators for making mathematics instruction more developmentally appropriate. More specifically, it suggests that instruction focus on understanding, not rote memorization of facts and procedures. It should entail active, purposeful learning and put less emphasis on direct instruction and paper-and-pencil work. Teachers should foster and build upon children's informal strengths rather than treating students as blank slates. They should link symbolic arithmetic to informal understanding. Moreover, instruction should promote reflection and discussion. With a developmental approach, even a traditionally difficult topic such as fractions can be meaningful, thought provoking, and interesting to children, including those labeled as learning disabled.
AB - Many children have difficulty learning mathematics because of developmentally inappropriate instruction. The article discusses a number of recommendations by mathematics educators for making mathematics instruction more developmentally appropriate. More specifically, it suggests that instruction focus on understanding, not rote memorization of facts and procedures. It should entail active, purposeful learning and put less emphasis on direct instruction and paper-and-pencil work. Teachers should foster and build upon children's informal strengths rather than treating students as blank slates. They should link symbolic arithmetic to informal understanding. Moreover, instruction should promote reflection and discussion. With a developmental approach, even a traditionally difficult topic such as fractions can be meaningful, thought provoking, and interesting to children, including those labeled as learning disabled.
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U2 - 10.1177/074193259101200307
DO - 10.1177/074193259101200307
M3 - Article
AN - SCOPUS:0002548753
SN - 0741-9325
VL - 12
SP - 54
EP - 68
JO - Remedial and Special Education
JF - Remedial and Special Education
IS - 3
ER -