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- W142358515 abstract "There is a common belief amongst teachers, particularly in the middle school grades, that students must have a firm foundation in basic skills before they can benefit from more challenging instruction Views about mathematics pedagogy were explored through interviews with fifteen experienced middle school teachers. They were passionate about mathematics but were caught in a “back to basics” dilemma, fuelled by their perceptions of declines in student knowledge and strong beliefs that basic skills can only be mastered through direct instruction, rote learning and repetition and must precede more complex learning. These findings have implications for middle school mathematics pedagogy. Over the last twenty-five years cognitive psychologists have established a clear relationship between the development of basic computational automaticity and the development of complex mathematical problem solving skills (Tronsky & Royer, 2002). A multiplicity of studies have found that being able to accurately and rapidly produce answers to basic number facts reduces the load on the working memory and “it is this saving that is a key factor in being able to develop more complex problem solving" @default.
- W142358515 created "2016-06-24" @default.
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- W142358515 date "2009-01-01" @default.
- W142358515 modified "2023-09-24" @default.
- W142358515 title "The Back to Basics Dilemma for Middle School Mathematics Teachers" @default.
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