id: 06494839
dt: j
an: 2015f.00468
au: Foster, Colin
ti: Mathematical fluency without drill and practice.
so: Math. Teach. (Derby) 240, 5-7 (2014).
py: 2014
pu: Association of Teachers of Mathematics (ATM), Derby
la: EN
cc: D53 H33
ut: problem posing; mathematical etudes; exploratory tasks; discovery learning;
practice; skills; mathematical techniques; elementary algebra;
connected expressions; linear equations; lower secondary
ci:
li:
ab: Summary: The author asks how can we avoid letting ‘practice’ dominate
the teaching of the new mathematics national curriculum. Is it possible
to engineer practice in mathematics in such a way as to offer the
learner more? The author provides an exemplar to show how posing
‘rich’ questions can provide sufficient practice to enable learners
to develop mathematical fluency.
rv: