Mental calculation strategies

Research in Mathematics Education

Volumn 2, Issue 1, 2000, Pages 77-90

  Threlfall, John ^a  

^a UNIVERSITY OF MANCHESTER   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84904257260     PISSN: 14794802     EISSN: 17540178     Source Type: Journal    
DOI: 10.1080/14794800008520069     Document Type: Article

References (18)

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2. Askew, M.: 1998, Teaching Primary Mathematics. London: Hodder and Stoughton.
3. Beishuizen, M, van Putten, C. M. and van Mulken, F.: 1997, ‘Mental arithmetic and strategy use with indirect number problems up to one hundred.’ Learning and Instruction 7, 87-106.
4. Beishuizen, M. and Anghileri, J. : 1998, ‘Which mental strategies in the early number curriculum? A comparison of British ideas and Dutch views.’ British Educational Research Journal, 24 (5), 519-538.
5. Bisanz, J. and LeFevre, J-A.: 1990, ‘Strategic and nonstrategic processing in the development of mental processing.’ In D. F. Bjorklund (ed.), Children’s Strategies. Hillsdale, New Jersey: Lawrence Erlbaum.
6. Calvin, W. H.: 1997, How Brains Think. London: Weidenfeld and Nicolson.
7. Carroll, W. M.: 1996, ‘Use of invented algorithms by second graders in a reform mathematics curriculum.’ Journal of Mathematical Behavior 15, 137-150.
8. Clarke, S.: 1997 ‘Going Mental - Part 2: Talking about mathematical thinking.’ Primary Maths and Science. November/December 1997, 6-8.
9. Cooper, T. J., Heirdsfield, A. M. and Irons, C. J.: 1996, ‘Years 2 and 3 children’s correct response mental strategies for addition and subtraction word problems and algorithmic exercises.’ In L. Puig and A. Gutierrez (eds.), Proceedings of the 20th Conference of the International Group for the Psychology of Mathematics Education Vol. 2 (pp. 241-248). Valencia, Spain: University of Valencia.
10. DfEE: 1999, The National Numeracy Strategy Framework for Teaching Mathematics from Reception to Year 6. London: Department for Education and Employment.
11. Gray, E.: 1994, ‘Spectrums of performance in two digit addition and subtraction.’ In J. P da Ponte and J. F. Matos (eds.) Proceedings of the 18th Conference of the International Group for the Psychology of Mathematics Education Vol. 3 (pp. 25-32). Lisbon, Portugal. University of Lisbon.
12. Olivier, A., Murray, H. and Human, P.: 1990, ‘Building on young children’s informal arithmetic knowledge.’ In G. Booker, P. Cobb and T. N. de Mendicuti (eds.) Proceedings of the 14th Conference of the International Group for the Psychology of Mathematics Education Vol. 3 (pp. 297-304). Oaxaca, Mexico. Program Committee of the 14th PME Conference.
13. QCA: 1999, Teaching Mental Calculation Strategies: Guidance for teachers at Key Stages 1 and 2. London: Qualifications and Curriculum Authority.
14. SCAA: 1997, The Teaching and Assessment of Number at Key Stages 1-3. Discussion paper no. 10. London: School Curriculum and Assessment Authority.
15. Steinberg, R. M.: 1985 ‘Instruction on derived fact strategies in addition and subtraction.’ Journal for Research in Mathematics Education, 16(5), 337-355.
16. Sugarman, I.: 1997, ‘Teaching for strategies.’ In I. Thompson (ed.), Teaching and Learning Early Number (pp. 142-154). Buckingham: Open University Press.
17. Thompson, I.: 1997a ‘The role of counting in derived fact strategies.’ In I. Thompson (ed.), Teaching and Learning Early Number (pp. 52-62). Buckingham: Open University Press.
18. Thompson, I.: 1997b ‘Mental and written algorithms: can the gap be bridged?.’ In I. Thompson (ed.), Teaching and Learning Early Number (pp. 97-109). Buckingham: Open University Press.