By: Erica Wetzel
SKILL AND DRILL PRACTICE
MATH COMPREHENSION
STRATEGIES
Yes, however many teachers were not
taught the real math concepts, instead
they were taught by skill, therefore
they do not fully understand the
concepts needed to teach them.
Yes, because drill does not develop
meaning. Repetition does not lead to
understanding.
Yes, if teachers continue to use skill
and drill, as well as rote
memorization with no connections to
other mathematical concepts, our
students will grow up with limited
mathematical understanding.
Teaching Math in America
Compared to Other Countries
Teachers in America do not
regularly use cognitive thinking
when applying and teaching
mathematical concepts.
In high scoring countries
teachers use active questioning
and dialogue to help students see
and understand the connections
among mathematical concepts.
Teachers in countries that do well
in math assign their students
challenging mathematics
problems, therefore they do not
look for easy questions for their
students, unlike American
teachers.
Throughout the United States
teachers tend to focus on lowlevel skills and rarely address
mathematical relationships.
 We, as
educators, can no longer teach
math the way we were taught using skill
and drill and rote memorization.
 Research has shown students need the
opportunity to discover, analyze, and
make connections when learning about
mathematical concepts.
The Common Core Standards are designed based on what research
has proven most effective . The kindergarten class this year is the
first class to no longer be taught under the Indiana State Standards.
We must begin to analyze how our math instruction will change to
prepare our students for the National Common Core Standards.
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Use the mathematical
language in your classroom
as often as possible.
Incorporate visuals that
reinforce the math
vocabulary concepts.
Model thinking like a
mathematician aloud.
Have high expectations
regarding what the
students are to do.
WITH PARTNERS
INDEPENDENTLY
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Crespo, S. (2003). Learning to pose mathematical problems: exploring change
in preservice teachers’ practices. Educational Studies in Mathematics, 243270.
Grouws, D.A. and Hiebert, J. (2007). Effective teaching for the development of skill
and conceptual understanding of number: what is most effective? National
Council of Teachers Mathematics. Retrieved from
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Hyde, A. (2007). Mathematics and cognition. Association for Supervision and
Curriculum Development, 43-47.
Shriki, A. (2009). Working like real mathematicians: developing prospective
teachers’ awareness of mathematical creativity through generating new
concepts. Professional Development Collection. doi: 10.1007/s10649-0099212-2
Zemelman, S., Daniels, H., Hyde, A. (2005). Best practice
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from
http://www.heinemann.com/shared/onlineresources/E00744/sample.pdf