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Learning Arithmetic in the 21st Century
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LearningArithmeticinthe21stCenturyBrionnaLopez
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LearningArithmeticinthe21stCenturyBrionnaLopez
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1: 1 $doc.name 2: 3: 1.1 To-Do 4: 5: Develop *principled arguments* (backed up by: research, empirical findings, your personal experience, hypotheses about resulting cognitive developments, and the topics discussed in class) which of the four positions YOU will favor! 6: 7: #includeForm("courses:HCCF2010.Assignment2ClassSheet") 8: \\ 9: \\ 10: 11: <!--[if gte mso 9]><xml> 12: <w:WordDocument> 13: <w:View>Normal</w:View> 14: <w:Zoom>0</w:Zoom> 15: <w:TrackMoves/> 16: <w:TrackFormatting/> 17: <w:PunctuationKerning/> 18: <w:ValidateAgainstSchemas/> 19: <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> 20: <w:IgnoreMixedContent>false</w:IgnoreMixedContent> 21: <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> 22: <w:DoNotPromoteQF/> 23: <w:LidThemeOther>EN-US</w:LidThemeOther> 24: <w:LidThemeAsian>X-NONE</w:LidThemeAsian> 25: <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> 26: <w:Compatibility> 27: <w:BreakWrappedTables/> 28: <w:SnapToGridInCell/> 29: 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mso-fareast-theme-font:minor-latin; 360: mso-hansi-font-family:Calibri; 361: mso-hansi-theme-font:minor-latin; 362: mso-bidi-font-family:"Times New Roman"; 363: mso-bidi-theme-font:minor-bidi;} 364: .MsoPapDefault 365: {mso-style-type:export-only; 366: margin-bottom:10.0pt; 367: line-height:115%;} 368: @page WordSection1 369: {size:8.5in 11.0in; 370: margin:1.0in 1.0in 1.0in 1.0in; 371: mso-header-margin:.5in; 372: mso-footer-margin:.5in; 373: mso-paper-source:0;} 374: div.WordSection1 375: {page:WordSection1;} 376: --> 377: <!--[if gte mso 10]> 378: <style> 379: /* Style Definitions */ 380: table.MsoNormalTable 381: {mso-style-name:"Table Normal"; 382: mso-tstyle-rowband-size:0; 383: mso-tstyle-colband-size:0; 384: mso-style-noshow:yes; 385: mso-style-priority:99; 386: mso-style-qformat:yes; 387: mso-style-parent:""; 388: mso-padding-alt:0in 5.4pt 0in 5.4pt; 389: mso-para-margin-top:0in; 390: mso-para-margin-right:0in; 391: mso-para-margin-bottom:10.0pt; 392: mso-para-margin-left:0in; 393: line-height:115%; 394: mso-pagination:widow-orphan; 395: font-size:11.0pt; 396: font-family:"Calibri","sans-serif"; 397: mso-ascii-font-family:Calibri; 398: mso-ascii-theme-font:minor-latin; 399: mso-fareast-font-family:"Times New Roman"; 400: mso-fareast-theme-font:minor-fareast; 401: mso-hansi-font-family:Calibri; 402: mso-hansi-theme-font:minor-latin; 403: mso-bidi-font-family:"Times New Roman"; 404: mso-bidi-theme-font:minor-bidi;} 405: </style> 406: <![endif]--> 407: 408: {style:type=span|font-size=12pt|font-family=}Due 409: to the varying methods of incorporating learning styles within schools, it is 410: recommended that students learn basic math by hand and after students have 411: mastered this technique they will be allowed to use hand-held calculators. This 412: method of making students learn long-hand math and eventually allowing them to 413: use hand-held calculators will formulate a balance between not losing skills 414: and learning how to use current technology (Willis 2010). {style} {style:type=span|font-size=12pt|font-family=}As students get more advanced in their math 415: skills, calculators can be more beneficial in comparison to performing 416: long-hand math based upon the reasoning that more material can be covered in 417: classrooms with the use of calculators. This reasoning is based upon the 418: observation that by “freeing students from time-consuming calculations, more 419: time can be devoted to learning more mathematics,” (Willis 2010). In addition 420: to this idea, it is also necessary to enforce an academic environment that 421: promotes long-hand mathematics early on because “mathematics is a field of 422: study that builds on previously established facts.” So by students learning mathematics 423: without a calculator they learn how to train the mind, learn logical reasoning, 424: and also enhances mental mathematics (Using calculator in, 1998). To add to 425: this method, the National Council of Teachers of Mathematics (NCTM) suggests 426: that each child should learn to solve problems by using calculators as well as 427: mental and written calculations (Quick Takes, 1998). {style} {style:type=span|font-size=12pt|font-family=}Hence, by enforcing a curriculum that first 428: focuses on written and mental math and then allowing students to use 429: calculators, they will better understand the fundamentals of math as well as delve 430: deeper into more advanced mathematics. {style} 431: 432: 433: 434: {style:type=span|font-size=12pt|font-family=}Quick Takes,. (1998, March).{style} {style:type=span|class=apple-style-span}<em>{style:type=span|font-size=12pt|font-family=}Quick 435: takes: calculators in the classroom{style}</em>{style}{style:type=span|font-size=12pt|font-family=}. 436: Retrieved from http://www.sedl.org/scimath/quicktakes/qt9803.html{style}{style:type=span|class=apple-style-span}{style} 437: 438: {style:type=span|class=apple-style-span}~~{style:type=span|font-size=12pt|font-family=}Using Calculator in elementary math teaching{style}~~{style}{style:type=span|font-size=12pt|font-family=}. 439: (1998, May). Retrieved from 440: http://www.homeschoolmath.net/teaching/calculator-use-math-teaching.php{style}{style:type=span|font-size=12pt|font-family=}</span> 441: 442: {style:type=span|font-size=12pt|font-family=}Willis, B. (2010). <em>Calculators in 443: the classroom</em>. Retrieved from 444: http://www.worsleyschool.net/info/calculators/intheclassroom.html{style} 445: 446: <span style="font-size: 12pt; line-height: 115%; font-family: "Times New Roman","serif""> {style} 447:
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