
06494839
j
2015f.00468
Foster, Colin
Mathematical fluency without drill and practice.
Math. Teach. (Derby) 240, 57 (2014).
2014
Association of Teachers of Mathematics (ATM), Derby
EN
D53
H33
problem posing
mathematical etudes
exploratory tasks
discovery learning
practice
skills
mathematical techniques
elementary algebra
connected expressions
linear equations
lower secondary
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.