### Abstract

Original language | English |
---|---|

Pages (from-to) | 49-53 |

Number of pages | 5 |

Journal | School Science Review |

Volume | 97 |

Issue number | 360 |

Publication status | Published - 1 Mar 2016 |

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### Cite this

*School Science Review*,

*97*(360), 49-53.

}

*School Science Review*, vol. 97, no. 360, pp. 49-53.

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

Research output: Contribution to journal › Article

TY - JOUR

T1 - The formula triangle and other problems with procedural teaching in mathematics

AU - Southall, Edward

N1 - Dates from Eprints HN 29/08/2017

PY - 2016/3/1

Y1 - 2016/3/1

N2 - 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

AB - 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

UR - https://www.ase.org.uk/journals/school-science-review/

M3 - Article

VL - 97

SP - 49

EP - 53

JO - School Science Review

JF - School Science Review

SN - 0036-6811

IS - 360

ER -