Representation & Structure

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“Mathematical tools should be seen as supports for learning. But using tools as supports does not happen automatically. Students must construct meaning for them. This requires more than watching demonstrations; it requires working with tools over extended periods of time, trying them out, and watching what happens. Meaning does not reside in tools; it is constructed by students as they use tools”
(Hiebert 1997 p 10) Cited in Russell (May, 2000). Developing Computational Fluency with Whole Numbers in the Elementary Grades

http://investigations.terc.edu/library/bookpapers/comp_fluency.cfm

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