631

Editorial

What^s Happening in Mathematics Education Research

The early ages are very comfortable with songs that teach counting. It is onlylater that mathematics anxiety and underachievement develop. Building uponearly experiences contribute to ease and comfort in using arithmetic.Enjoyment of mathematics comes when teachers use informal knowledge as abasis for further mathematics teaching. Research has determined that a moreeffective way to teach children simple arithmetic is to build on their informalknowledge. Therefore, using everyday objects when teaching counting helpschildren understand and retain more.

Educators who use arithmetic�from counting to matching numbers toobjects such as oranges, to rote learning of multiplication, to combining theelements in more complex ways�find that progressive learning, drawing onchildren’s knowledge of everyday things, leads to more comfortable retentionand faster and easier learning. Research tells us that we teach mathematics inearly grades more effectively�allowing for more learning and retention�when we use physical objects to teach mathematics lessons.As progress is made in mathematics, the teacher can build upon it to

develop the skills of estimating. Estimating enables students to rejectirrational answers and know when an answer is close to a correct solution. Italso can help when shopping or in other areas of mathematics and science.Teachers can educate children to estimate answers to problems as well aslearn how to find exact answers, according to research reports. Training inthe skill of estimating helps develop good students. Teachers can teachstudents to become good estimators by teaching them to:

Round numbersRearrange steps to make estimating easierRound one number higher and one number lower: 9 becomes 10. The figure 1 is

dropped.

Memorization of multiplication tables simplifies the process of recallinginformation and allows students to recall the answer automatically. Researchindicates that things like understanding, critical thought, and sophisticatedmental operations of analysis, synthesis and evaluation require rapid andaccurate recall of bodies of specific knowledge. Mnemonics help inmemorization, and when teachers and students connect the newly memorizedinformation with previous knowledge, comprehension and retention aregreater.

Teaching can help students learn more by explaining exactly what studentsare expected to learn, and by demonstrating the steps needed to accomplishparticular academic tasks, research says. It also shows that when teachers

School Science and MathematicsVolume 87 (8) December 1987

632 Editorial

regularly assign homework and students conscientiously do it, studentachievement rises significantly.To become more effective in our jobs as educators, we need to keep

abreast of current research in effective teaching. As mathematics educators,taking advantage of the things that work in teaching children mathematicswill greatly increase our impact as teachers and educators. When we knowwhat research says, and put the knowledge gained into practice in theclassroom, we become more effective teachers and educators.

Gary G. BitterEditor

OOPS!We apologize to the writer of the SSMILES insert which appearedin the October pull-out section of SSM, Although his name was onthe copy, somehow it was left off in the typesetting process andmissed in proofing. The October insert was submitted by:

Alfinio FloresCentre de Investigacion en MatematicasApdo. Postal 402Guanajuato, GTO 36000Mexico

Once again, Alfinio, please accept our apologies.

The staff of SSM

School Science and MathematicsVolume 87 (8) December 1987