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The middle years of schooling : a critical time for developing mental computation


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Caney, Annaliese 2008 , 'The middle years of schooling : a critical time for developing mental computation', PhD thesis, University of Tasmania.

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In the field of mathematics education, this thesis is intended to make a
contribution to the literature on the teaching and learning of mental
computation. The aim of the thesis is to explore the role and potential of mental
computation in strengthening numeracy practices across the middle years of
schooling by providing a detailed analysis of the mental computation
experiences of both middle years teachers and their students (Grades 5 to 8). A
focus of the study is mental computation with part-whole numbers including
fractions, decimals, and percents, extending previous research that has focused
almost exclusively on mental computation with whole numbers. Given the
emphasis of the middle years mathematics curriculum on part-whole numbers, it
is argued that this period of schooling is a critical time for developing mental

Item Type: Thesis - PhD
Authors/Creators:Caney, Annaliese
Keywords: Mental arithmetic, Mathematics, Numeracy, Fractions
Copyright Holders: The Author
Copyright Information:

Copyright 2008 the Author - The University is continuing to endeavour to trace the copyright
owner(s) and in the meantime this item has been reproduced here in good faith. We
would be pleased to hear from the copyright owner(s).

Additional Information:

Available for library use only and copying in accordance with the Copyright Act 1968, as amended. CD-ROM contains appendices. Thesis (PhD)--University of Tasmania, 2008. Includes bibliographical references. Ch. 1. Introduction -- Ch. 2. Literature review -- Ch. 3. Research methodology and design -- Ch. 4. Results (phase 1): reports from middle years teachers -- Ch. 5. Results (phase 2): profiling middle years students -- Ch. 6. Results (phase 3): strategies for working mentally with percents, fractions, and decimals -- Ch. 7. Results (phase 4): Key teacher interviews -- Ch. 8. Discussion

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