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Advancing Children's Mathematical Thinking in Everyday Mathematics Classrooms

Judith L. Fraivillig, Lauren A. Murphy, Karen C. Fuson 

March 1999, Volume 30, Issue 2, Page 148

Abstract:
In this article we present and describe a pedagogical framework that supports children's development of conceptual understanding of mathematics. The framework for Advancing Children's Thinking (ACT) was synthesized from an in-depth analysis of observed and reported data from 1 skillful 1st-grade teacher using the Everyday Mathematics (EM) curriculum. The ACT framework comprises 3 components: Eliciting Children's Solution Methods, Supporting Children's Conceptual Understanding, and Extending Children's Mathematical Thinking. The framework guided a cross-teacher analysis over 5 additional EM 1st-grade teachers. This comparison indicated that teachers often supported children's mathematical thinking but less often elicited or extended children's thinking. The ACT framework can contribute to educational research, teacher education, and the design of mathematics curricula.

Keywords:
Grade 1
Research Studies
Article
Curriculum Developer
Experienced Teachers
Conceptual Development
Curriculum
Basic Facts
Professional Development / Teacher Education
Representation
Number Theory