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Sociology of Education Today, Palgrave, Basingstoke. : 1998, The Sociology of Mathematics Education, Falmer, London. : 2001, ‘The construction of academic time: sub/contracting academic labour in research’, Journal Education Policy 16(1), 67–84. : 1980, ‘On the foundations of mathematics education’, For the Learning of Mathematics 1(2), 3–7. A. ) Handbook of Research on Mathematics Teaching and Learning, MacMillan, New York, pp. 3–38. : 2000, ‘The social turn in mathematics education research’, in J.

We have added Thompson’s (2000a) strategy labels used in a recent publication for British teachers. Beishuizen’s strategy labels (Table II) are short acronyms introduced for ease of coding. The sequential strategy of Jumping in tens in either direction from any point in the number sequence is called N10 (meaning: N=Number; N+10 or N–10). Splitting off tens and units according to their place value and adding or subtracting them separately is called 1010 (meaning: 10+10 or 10–10). These are the two main mental calculation strategies for larger numbers, as the aforementioned research pointed out.

The evidence of a decline in the calculation scores of both 11- and 15-year-olds between 1982 and 1987 suggests that the mental calculation methods used by pupils in the 1987 surveys were untaught, and probably unknown to many teachers. , 1991), but many of the responses to questions were left unclassified. g. , 1997; Thompson, 2000a). The NFER archives yielded the original interview data on the 256 age 11 pupils who took the mental skills test, all but nine of whom had also taken a written test of concepts and skills.

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