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What Nathan Teaches Us about Transitional Thinking

Ann Taylor, Susan Breck, Carol Aljets 

October 2004, Volume 11, Issue 3, Page 138

Abstract:
How a child's invented algorithm about tens and ones generated "transitional thinking" on the way to the construction of a mathematical understanding of place value. Also discusses how teachers can employ two important "best practice" classroom strategies, mathematical discourse, and the role of wait time in that discourse take on increasing importance during transitional thinking.

Keywords:
Learning Disabilities
Article
Pre-K-2
Cross-Content (Math Only) Connections
Addition and Subtraction
Conceptual Development
Teacher
Manipulatives
Problems
Representation