Jump, split or make to the next 10: strategies to teach maths have changed since you were at school

Catherine Pearn

Jump, split or make to the next 10: strategies to teach maths have changed since you were at school

Catherine Pearn

Australian Council for Educational Research (ACER)

Research output: Contribution to journal › Article

Abstract

For years you may have been adding and subtracting numbers in your head in a certain way, but these strategies were never formally taught at school. Now they are, and they all have names.

Original language	English
Journal	The Conversation
Publication status	Published - 16 Dec 2020

Keywords

arithmetic
mathematics education

Disciplines

Science and Mathematics Education

Access to Document

https://theconversation.com/jump-split-or-make-to-the-next-10-strategies-to-teach-maths-have-changed-since-you-were-at-school-150262

Cite this

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title = "Jump, split or make to the next 10: strategies to teach maths have changed since you were at school",

abstract = " For years you may have been adding and subtracting numbers in your head in a certain way, but these strategies were never formally taught at school. Now they are, and they all have names. ",

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note = "I'm sure most people can remember trying to master a certain maths rule or procedure in primary or secondary school. My elderly mother has a story about a time her father was helping her with arithmetic homework. She remembers getting upset because her father did not do it {"}the school way{"}.",

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