Please use this identifier to cite or link to this item:
|Title:||If it is broken, how can you fix it?: Garry Clark describes the use of some simple software as a device to challenge children's calculation strategies||Contributor(s):||Clark, GJ (author)||Publication Date:||2006||Handle Link:||https://hdl.handle.net/1959.11/585||Abstract:||Calculators can be used in primary schools in a number of situations. They are most beneficial when working with large numbers, dealing with real data that leads to complex calculations, performing repetitive calculations, developing concepts, estimating and checking, problem solving and looking for patterns and/or relationships. But what if the calculator is broken? This article describes the mathematics that children learnt and a teacher's awareness of children's mathematical understanding, when a "broken calculator" activity was undertaken regularly over two terms.||Publication Type:||Journal Article||Source of Publication:||Australian Primary Mathematics Classroom, 11(2), p. 18-22||Publisher:||Australian Association of Mathematics Teachers||Place of Publication:||Adelaide, Australia||ISSN:||1326-0286||Field of Research (FOR):||130208 Mathematics and Numeracy Curriculum and Pedagogy||Peer Reviewed:||Yes||HERDC Category Description:||C1 Refereed Article in a Scholarly Journal||Other Links:||http://www.aamt.edu.au/Webshop/Entire-catalogue/Australian-Primary-Mathematics-Classroom||Statistics to Oct 2018:||Visitors: 177
|Appears in Collections:||Journal Article|
Files in This Item:
checked on Dec 30, 2018
Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.