The formula triangle and other problems with procedural teaching in mathematics

Research output: Contribution to journalArticle

Abstract

Students often express dislike of mathematics, even when they seem competent at it. They are often taught shortcuts for untangling mathematical problems; however, these shortcuts can bypass understanding and diminish a student’s ability to recognise when an answer looks correct and when it does not. Using the examples of the formula triangle and a method for subtraction, it is shown that the mathematical steps to solve problems must be thoroughly understood before they are used, to lead to the understanding of short routines. Only then will students become confident in their answers
Original languageEnglish
Pages (from-to)49-53
Number of pages5
JournalSchool Science Review
Volume97
Issue number360
Publication statusPublished - 1 Mar 2016

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The formula triangle and other problems with procedural teaching in mathematics. / Southall, Edward.

In: School Science Review, Vol. 97, No. 360, 01.03.2016, p. 49-53.

Research output: Contribution to journalArticle

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