Block-based visual programming tools are widely used in elementary education. Nonetheless, these tools alone may not ensure the spontaneous and efficient acquisition of concepts and skills in computational thinking (CT). Using mind mapping as a form of scaffolding to facilitate the visualization of abstract thinking processes may enhance the…

In today's digital society, computational thinking (CT) is a critical component of all children's education. In "Computational Thinking Curricula in K-12," editors Harold Abelson and Siu-Cheung Kong present a range of professional perspectives on the most effective ways to integrate CT into school curricula. Their edited volume, which…

Strategies for rapid mental computation are explained, including multiplying by 11 (or 21, 31, etc.); adding columns of numbers; and multiplying 2-digit numbers. Rapid mental computation is suggested as a motivator for investigating the underlying mathematical principles. (DB)

Presents a series of reflections in which a second-grade teacher recognizes the value of encouraging children to develop various computational processes as well as a range of different solution approaches. Uses the context of mentally calculating costs of menu items. (MKR)

Presents five activities focusing on mental computation and estimation for the K-3, 3-5, 4-6, and 6-8 grade levels that require the student, acting as a judge, to review solutions to problems and to pronounce and justify a verdict. Provides suggested materials, questions, possible extensions, answers, and worksheets for each activity. (MDH)

This book addresses different types of thinking, including critical, creative, and analytical, and presents a variety of problem-solving strategies, along with specific ways they can be taught to students. The main emphases of the book are thinking and mathematics, problem solving, and the application of computational skills. The problem-solving…

By studying and practicing metacognition, teachers and parents are instilling positive attitudes toward learning by teaching how-to-learn skills that prepare children for assessing their own thinking about learning as they become more and more developmentally prepared. This book stresses the strategies for thinking in mathematical terms without…

This article offers specific strategies to diagnose and remediate difficulties students may have in learning multiplication facts. Analyzes strategies students use to go from a known fact to an unknown fact. The point is made that, for many students, the order of interpretation of a number fact may affect accuracy. (DB)

Research findings concerning student learning difficulties in algebra are discussed. A teaching approach which takes into consideration these findings is suggested. Encouraging students to see patterns and to develop flexibility in their thinking are stressed. (CW)

This booklet is a collection of 45 problems that have appeared in the Problem Department of the journal "School Science and Mathematics." The booklet is divided into four parts. The first part presents 20 cryptarithms, puzzles in which letters or symbols are substituted for the digits in an arithmetical calculation, that require knowledge of…

Discusses ways that calculators and computer microworlds, such as LOGO and Shape Makers, can be used as tools for exploration, problem solving, and empowerment in school mathematics. Includes suggestions for classroom activities. (Contains 12 references.) (MKR)

Algorithmic and investigative approaches to mathematics are compared and discussed. Their mutually contradictory spirit is explored. Examples of the application of each method to a mathematics problem are presented. (CW)

Examined is the situation in which pupils invent mathematics on their own and teachers' reactions to this situation. The assimilation of students' original ideas into correct mathematical concepts is discussed. (CW)

Normally achieving students (n=119) and students with mild handicaps (n=83) in grades 3-6 were instructed to create and answer computation items similar to samples given. Students with mild handicaps understood item characteristics enough to create like items, though averaging three years behind normal achievers. A sample instructional activity is…

This is an effective drill and practice activity that does not use consumable materials. It does not teach math facts, algorithms or concepts. It provides immediate feedback to the learner and can be easily modified for use in many curriculum areas. It is self correcting because the student can identify errors without assistance and provides…