The Trouble with KISSing and Other Mnemonic Devices

Authors

  • Christy Danko Graybeal Hood College
  • Tricia K. Strickland Hood College

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?


Author Biographies

Christy Danko Graybeal, Hood College

Christy Danko Graybeal, graybeal@hood.edu, is an associate professor of education and mathematics at Hood College in Frederick, Maryland. She is a former middle school mathematics teacher and is especially interested in fostering curiosity about mathematics in middle school students.

Tricia K. Strickland, Hood College

Tricia K. Strickland, strickland@hood.edu, is an associate professor of special education at Hood College.

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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Published

2018-01-09

How to Cite

Graybeal, C. D., & Strickland, T. K. (2018). The Trouble with KISSing and Other Mnemonic Devices. hio ournal of chool athematics, 78(1). etrieved from http://voyager.janeway.systems:9999/index.php/OJSM/article/view/6126

Issue

Vol. 78: Spring 2018

Section

Articles

License

By submitting this agreement, the author hereby grants to The Ohio State University, on behalf of its University Libraries