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why they chose that particular way. This would force students to
develop their own reasoning with their mathematical skills.
One technique I found completely, and totally cool, yet foreign to
me was the idea of Halving and Doubling in multiplication and
division. I have never seen this approach, and it even took me a
couple of reads just to understand it. For example, the problem, 27 x
4, could be broken down into: 30 x 4 (3 x 4), to arrive at the same
conclusion. Reducing or adding a number to 10 or 5 can be easily
computed in ones head. Using this technique, one could calculate any
equation in ones mind, I love it! I found every strategy in these
chapters to be interesting yet very different. When I was a student
there was always one right way to each of the four basic operations,
though, I now know this cannot be true. I think this will be one of the
more challenging aspects to teaching mathematics, trying to break my
old habits. Although, the standard algorithm way achieves correct
results, it does not best prepare students for life or increase their own
reasoning and mental abilities.