Early+Arithmetical+Strategies

Children’s early number knowledge varies greatly and their strategies for solving problems are diverse. Moreover, c//hildren frequently use strategies that are less sophisticated than those of which they are capable.// This may happen for one or more reasons. For example, the child might use a method that he or she finds easier and, although it might take more time, this might not be of concern to the child. Alternatively, some feature of the child’s thinking immediately prior to solving the current task might focus the child’s attention on a less sophisticated strategy.

Thus an important challenge for the teacher is to attempt to elicit the child’s most sophisticated strategy. Eliciting a strategy is not necessarily the same as asking the child to describe the strategy after he or she has solved a problem.

§ Close observation and informed reflection while interviewing are crucial to understanding a child’s strategy.

§ Where it helps you to understand, ask the students how they solved the tasks.

§ However, do not rely only on what the student says as sometimes students’ explanations do not match their solution methods.

§ At times, students tell the teacher what they think the teacher wants to hear or may attempt to read the teacher’s expressions to determine if they are correct.

§ You will on occasion need to decide if it is necessary to give additional questions or to abandon some of the set tasks.