Developing Ten Facts With Prep Grade Students: A Teaching Experiment

Shelley Dole; K Beswick

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Developing Ten Facts With Prep Grade Students: A Teaching Experiment

Conference paper

Open access

Peer reviewed

Developing Ten Facts With Prep Grade Students: A Teaching Experiment

Shelley Dole and K Beswick

Proceedings of the 24th Annual Conference of the Mathematics Education Research Group of Australasia, pp.186-193

Annual Conference of the Mathematics Education Research Group of Australasia (MEGRA), 24th (Turramurra, Australia, 30-Jun-2001–04-Jul-2001)

Mathematics Education Research Group of Australasia (MERGA)

2001

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Abstract

Curriculum and Pedagogy

Education Systems

A teaching experiment was conducted with a small group of prep children considered 'at risk' mathematically, to explore the effect of explicit instruction on the development of tens facts through visualisation of the ten frame. After the two-week instructional period, children could mentally recall all addition and subtraction tens facts without counting, and this performance was considerably higher than the class average. In this paper, the sequence of instruction is documented, highlighting the influence of instruction upon tens fact development.

Details

Title: Developing Ten Facts With Prep Grade Students: A Teaching Experiment
Authors: Shelley Dole (Author) - University of Tasmania
K Beswick (Author) - University of Tasmania
Contributors: J Bobis (Editor)
B Perry (Editor)
M Mitchelmore (Editor)
Publication details: Proceedings of the 24th Annual Conference of the Mathematics Education Research Group of Australasia, pp.186-193
Conference details: Annual Conference of the Mathematics Education Research Group of Australasia (MEGRA), 24th (Turramurra, Australia, 30-Jun-2001–04-Jul-2001)
Publisher: Mathematics Education Research Group of Australasia (MERGA)
Date published: 2001
Copyright note: 2001 Mathematics Education Research Group of Australasia Inc. Reproduced here with the permission in accordance with the publisher's copyright policy.
Organisation Unit: School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access
Language: English
Record Identifier: 99449144902621
Output Type: Conference paper
Research Statement: false

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