The Trouble with KISSing and Other Mnemonic Devices

Christy Danko Graybeal, Tricia K. Strickland

Abstract


In this article, the authors share research on the use of mnemonic devices in mathematics in-
struction. In particular, they address the following questions: What are mnemonic devices? What are their benefits? What should teachers be cautious about? How should mnemonic devices be used?



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References


Brigham, R., & Brigham, M. (2001). Mnemonic instruction. Current Practice Alerts of the Council for Exceptional Children. Retrieved from http://teachingld.net/ld resources/alerts/5.htm

Cardone, T. (2015). Reason why when you invert and multiply. Retrieved from http://www.nctm.org/publications/mathematics-teaching-in-middle-school/blog/reason-why-when-you-invert-and-multiply/

Dupree, K. M. (2016). Questioning the order of operations. Mathematics Teaching in the Middle School, 22(3), 153–159.

Graybeal, C.D., Strickland, T.K., Rodriguez, M., & Guerra, N. (2013). Conceptual understanding of integer operations: A study of middle school students and their thought processes. The Banneker Banner, 28(1), 4–9.

Gregg, J., & Gregg, D. U. (2007). A context for integer computation. Mathematics Teaching in the Middle School, 13(1), 46–50.

Strickland, T. K., & Maccini, P. (2010). Strategies for teaching algebra to students with learning disabilities: Making research to practice connections. Intervention for School and Clinic, 46(1), 38–45.


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Copyright (c) 2018 Christy Danko Graybeal, Tricia K. Strickland

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