The Trouble with KISSing and Other Mnemonic Devices
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?
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
