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Author : Robert E. Floden
Publisher : Unknown
Page : 22 pages
File Size : 42,6 Mb
Release : 1990
Category : Mathematics
ISBN : STANFORD:36105121775220
Author : Bradley S. Witzel,Mary E. Little
Publisher : Guilford Publications
Page : 193 pages
File Size : 50,6 Mb
Release : 2016-01-25
Category : Education
ISBN : 9781462523115
Packed with effective instructional strategies, this book explores why certain K-5 students struggle with math and provides a framework for helping these learners succeed. The authors present empirically validated practices for supporting students with disabilities and others experiencing difficulties in specific areas of math, including problem solving, early numeracy, whole-number operations, fractions, geometry, and algebra. Concrete examples, easy-to-implement lesson-planning ideas, and connections to state standards, in particular the Common Core standards, enhance the book's utility. Also provided is invaluable guidance on planning and delivering multi-tiered instruction and intervention.
Author : Sybilla Beckmann
Publisher : Pearson Education
Page : 883 pages
File Size : 42,6 Mb
Release : 2009-07-01
Category : Education
ISBN : 0321645804
This activities manul includes activities designed to be done in class or outside of class. These activities promote critical thinking and discussion and give students a depth of understanding and perspective on the concepts presented in the text.
Author : Lynn C. Hart,Susan Oesterle,Susan Swars Auslander,Ann Kajander
Publisher : IAP
Page : 147 pages
File Size : 46,7 Mb
Release : 2016-07-01
Category : Education
ISBN : 9781681235745
This book is an edited volume addressing specific issues of significance for individuals involved with the undergraduate mathematics content preparation of prospective elementary teachers (PSTs). Teaching mathematics content courses to this group of students presents unique challenges. While some PSTs enter their teacher preparation with weak mathematical skills and knowledge, many also hold negative attitudes, anxiety, and misguided beliefs about mathematics. This book is designed to support instructors who teach these students in mathematics content for elementary teachers courses. Elementary teachers need a richly developed understanding of the mathematics they are teaching in order to teach it effectively. Providing them with the needed preparation is difficult, but can be eased with a solid understanding of the mathematical concerns and limitations PSTs bring to the learning of mathematics and a familiarity with the standards and curricula topics PSTs will be expected to teach. Chapter One makes the argument that elementary mathematics is not trivial. This is followed by an analysis of four central issues related to the mathematical preparation of elementary teachers, specifically: (1) selecting/creating/modifying and implementing mathematical tasks (2) noticing/understanding children’s ways of thinking as a foundation for learning mathematics, (3) developing mathematical habits of mind in PSTs, and (4) understanding the role affect plays in the mathematical learning of PSTs. The final chapter presents three international examples of programs that currently consider these factors in the implementation of their courses.
Author : Signe E. Kastberg,Andrew M. Tyminski,Alyson E. Lischka,Wendy B. Sanchez
Publisher : IAP
Page : 373 pages
File Size : 49,7 Mb
Release : 2017-09-01
Category : Mathematics
ISBN : 9781641130271
Building Support for Scholarly Practices in Mathematics Methods is the product of collaborations among over 40 mathematics teacher educators (MTEs) who teach mathematics methods courses for prospective PreK?12 teachers in many different institutional contexts and structures. Each chapter unpacks ways in which MTEs use theoretical perspectives to inform their construction of goals, activities designed to address those goals, facilitation of activities, and ways in which MTEs make sense of experiences prospective teachers have as a result. The book is organized in seven sections that highlight how the theoretical perspective of the instructor impacts scholarly inquiry and practice. The final section provides insight as we look backward to reflect, and forward with excitement, moving with the strength of the variation we found in our stories and the feeling of solidarity that results in our understandings of purposes for and insight into teaching mathematics methods. This book can serve as a resource for MTEs as they discuss and construct scholarly practices and as they undertake scholarly inquiry as a means to systematically examine their practice.
Author : Joseph G. R. Martinez,Nancy Conrad Martinez
Publisher : Prentice Hall
Page : 430 pages
File Size : 40,6 Mb
Release : 2007
Category : Education
ISBN : UVA:X030106411
With an emphasis on inquiry and process, "Teaching Mathematics in Elementary and Middle School "embraces active mathematics instruction and the development of mathematical thinking through problem solving. The text challenges future teachers to prepare their K-8 students for a world that requires a higher level of mathematical literacy and enables them to compete in a global society.Teachers will develop their own mathematical abilities, allowing them to help students discover a rich combination of thinking processes and problem-solving strategies, raising the learning expectations for all. Unique text features "TIE-Thought, Investigation and Exploration "features ask pre-service teachers to develop their own thinking and learning abilities, preparing them to better challenge their students. "Mathematics in the Real World," "Idea Files," and "Teacher Profiles "model best practices and supply readers with concrete teaching tools and strategies. "Mathematical Thinking," "Mathematical Games" and "Mathematics and Technology" features detail activities to engage and develop students' mathematical thinking. Accompanying student artifacts illustrate the progression of students' conceptual understanding. [CD logo replaces bullet] "Math Activities CD-ROM" provides an outstanding text component containing more than 100 activities that use a three-step process-explore, invent, discover-to foster the development of mathematical thinking through guided inquiry. Aligned with the NCTM standards, each activity is integrated within the text and designed to help develop students' conceptual understanding of mathematics. "Mathematics in Literature" offers thoroughly developed ideas for using children's literature to create meaningful contexts for mathematics learning. An extensive bibliography that can be used for this purpose appears on the CD-Rom. "I think the text is an excellent resource for elementary and middle school methods courses. In particular, I like how the textbook handles the 'bigger issues' such as geometric reasoning rather than just 'geometry.' I also like the excellent foundation in educational research that the textbook provides, as well as some very careful attention and consistent referencing to the NCTM standards and principles. The incorporation of classroom vignettes, teacher illustrations, and samples of student work also all add to the excellent grounding of the text in real world classroom work." Dr. Neal Grandgenett, University of Nebraska at Omaha
Author : W. George Cathcart,Yvonne Marie Pothier,James H. Vance
Publisher : Prentice Hall
Page : 384 pages
File Size : 40,5 Mb
Release : 2004
Category : Mathematics
ISBN : 0131397141
Appropriate for use in elementary and middle school mathematics methods courses taught in University level education departments across Canada. Learning Mathematics places the student at the centre of learning. This text emphasizes an active approach to learning mathematics, in which students engage in problem-solving activities that are discovery-oriented and open-ended. This approach to learning involves the use of manipulative aids and technology, and encourages communication as an integral part of the learning process. Learning Mathematics is written by Canadian authors for Canadian teachers and presents a Canadian perspective on mathematical instruction, as encouraged by the National Council of Teachers of Mathematics' Principles and Standards for School Mathematics. Teachers will be challenged to reflect on their personal views of mathematics learning, on how children learn mathematics, and on the most favourable learning environment. As readers become more actively involved with the activities and problems in this book, they will have a greater sense of how to learn and how to teach mathematics.
Author : Terry Wood,Barbara Scott Nelson,Janet E. Warfield
Publisher : Routledge
Page : 324 pages
File Size : 49,5 Mb
Release : 2014-04-04
Category : Education
ISBN : 9781135658724
The emergence of the National Council of Teachers of Mathematics Standards in 1989 sparked a sea change in thinking about the nature and quality of mathematics instruction in U.S. schools. Much is known about transmission forms of mathematics teaching and the influence of this teaching on students' learning, but there is still little knowledge about the alternative forms of instruction that have evolved from the recent widespread efforts to reform mathematics education. Beyond Classical Pedagogy: Teaching Elementary School Mathematics reports on the current state of knowledge about these new instructional practices, which differ in significant ways from the traditional pedagogy that has permeated mathematics education in the past. This book provides a research-based view of the nature of facilitative teaching in its relatively mature form, along with opposing views and critique of this form of pedagogy. The focus is on elementary school mathematics classrooms, where the majority of the reform-based efforts have occurred, and on the micro level of teaching (classroom interaction) as a source for revealing the complexity involved in teaching, teachers' learning, and the impact of both on children's learning. The work in elementary mathematics teaching is situated in the larger context of research on teaching. Research and insights from three disciplinary perspectives are presented: the psychological perspective centers on facilitative teaching as a process of teachers' learning; the mathematical perspective focuses on the nature of the mathematical knowledge teachers need in order to engage in this form of teaching; the sociological perspective attends to the interactive process of meaning construction as teachers and students create intellectual communities in their classrooms. The multidisciplinary perspectives presented provide the editors with the necessary triangulation to provide confirming evidence and rich detail about the nature of facilitative teaching. Audiences for this book include scholars in mathematics education and teacher education, teacher educators, staff developers, and classroom teachers. It is also appropriate as a text for graduate courses in mathematics education, teacher education, elementary mathematics teaching methods, and methods of research in mathematics education.
Author : Mary M. Hatfield
Publisher : Unknown
Page : 550 pages
File Size : 44,6 Mb
Release : 1993
Category : Mathematics
ISBN : UCSC:32106015868133
Author : Sophia Cohen
Publisher : Routledge
Page : 208 pages
File Size : 41,8 Mb
Release : 2004-07-13
Category : Education
ISBN : 9781135632267
This book illustrates the experiences of elementary school teachers across one year's time as they participated in a teacher development seminar focused on mathematics, and as a result changed their beliefs, their knowledge, and their practices. It explores these experiences as a means of understanding the learning that takes a teacher from a more traditional teaching practice to one that is focused on the ideas and understandings that students and teachers have of the subject matter. The work emerges from and reports on a unique data set from a two-year study of teacher learning that was funded by the Spencer and MacArthur foundations. The teachers, whose work is at the center of this study, were participants in the Developing Mathematical Ideas seminar (DMI), a mathematics teacher development seminar for elementary school teachers. This seminar is one example of intensive, domain-specific professional development. In this seminar teachers study elementary mathematics content to deepen their own understanding of it, they study the development among children of the ideas central to elementary mathematics, and they experience a teaching and learning environment consistent with the pedagogy envisioned by the National Council for Teachers of Mathematics' Principles and Standards for School Mathematics. The seminar is a nationally available teacher development curriculum, thus interested educators can gain access to the resources necessary to offer similar seminars in their own communities. Teachers' Professional Development and the Elementary Mathematics Classroom: Bringing Understandings to Light will be widely interesting to a broad audience, including mathematics teacher educators, teacher education researchers, policymakers, and classroom teachers. It will serve well as a text in a range of graduate courses dealing with teacher cognition/knowledge for teaching, mathematics methods, psychology of learning, and pedagogical theory.
Author : MICHELLE. MANES
Publisher : Unknown
Page : 128 pages
File Size : 53,9 Mb
Release : 2018
Category : Electronic
ISBN : OCLC:1096529964
Author : Beth McCord Kobett,Francis (Skip) Fennell,Karen S. Karp,Delise Andrews,Sorsha-Maria T. Mulroe
Publisher : Corwin Press
Page : 348 pages
File Size : 40,5 Mb
Release : 2021-04-14
Category : Education
ISBN : 9781071841068
Detailed plans for helping elementary students experience deep mathematical learning Do you work tirelessly to make your math lessons meaningful, challenging, accessible, and engaging? Do you spend hours you don’t have searching for, adapting, and creating tasks to provide rich experiences for your students that supplement your mathematics curriculum? Help has arrived! Classroom Ready-Rich Math Tasks for Grades 4-5 details more than 50 research- and standards-aligned, high-cognitive-demand tasks that will have your students doing deep-problem-based learning. These ready-to-implement, engaging tasks connect skills, concepts and practices, while encouraging students to reason, problem-solve, discuss, explore multiple solution pathways, connect multiple representations, and justify their thinking. They help students monitor their own thinking and connect the mathematics they know to new situations. In other words, these tasks allow students to truly do mathematics! Written with a strengths-based lens and an attentiveness to all students, this guide includes: • Complete task-based lessons, referencing mathematics standards and practices, vocabulary, and materials • Downloadable planning tools, student resource pages, and thoughtful questions, and formative assessment prompts • Guidance on preparing, launching, facilitating, and reflecting on each task • Notes on access and equity, focusing on students’ strengths, productive struggle, and distance or alternative learning environments. With concluding guidance on adapting or creating additional rich tasks for your students, this guide will help you give all of your students the deepest, most enriching and engaging mathematics learning experience possible.
Author : John F. LeBlanc
Publisher : Unknown
Page : 43 pages
File Size : 50,7 Mb
Release : 1976
Category : Mathematics
ISBN : 0201146304
This guide is designed for the college instructor who plans to use some of the 12 units of the Mathematics-Methods Program. The program is based on three assumptions about the teaching and learning of mathematics: (1) Mathematics content and methods should be combined in the training of prospective elementary school teachers; (2) Mathematics should be learned in a laboratory setting; and (3) Teachers should be taught as they should teach. These units were written at the Indiana University Mathematics Education Development Center, and they combine the mathematics content and methods learning of college students who are training to be elementary teachers. The units are flexible and can be used in content courses, methods courses, or courses which combine both. In addition to the college classroom component, the program has a coordinated elementary school teaching experience component which is not developed through the units. This guide provides a detailed description of all units and some implementation suggestions. The teaching experience component as implemented at Indiana University is also outlined. (MP)
Author : Robert P. Hunting
Publisher : PALM-Ed Pty Ltd
Page : 454 pages
File Size : 44,9 Mb
Release : 2014-03-01
Category : Education
ISBN : 9780992305345
The first edition of The How and Why of Teaching Elementary Mathematics is a resource of over 280 questions and answers spanning a range of topics central to successful and effective mathematics teaching. It represents all I know (and some things I didn’t know) based in large part on decades of experience providing training courses, workshops and lectures to elementary teachers and teachers-to-be in mathematics curriculum, learning, teaching, and assessment, both in Australia and the United States. Content is grouped into 13 broad topics: Manipulatives, Aids, and Concrete Materials Attitudes, Beliefs, and Culture Chance and Data Assessment and Learning Theory Early Number Leading to Place Value Geometry Measurement Number facts and Basic Operations Whole Number Computation Fractions, Decimals, Ratio, and Proportion Number Systems, Principles, and Number Sense Pattern Problem Solving The core audience for this book includes practicing elementary teachers, teachers-in-training, and mathematics teacher educators. Parents and carers interested in detailed explanations for methods of mathematics teaching used in modern elementary classrooms would also benefit from having access to this resource.
Author : Mary M. Hatfield,Nancy Tanner Edwards,Gary G. Bitter
Publisher : Wiley
Page : 0 pages
File Size : 41,5 Mb
Release : 2002-10-25
Category : Education
ISBN : 0471420123
The Past, Present, and Future of Mathematics Education Culturally Relevant Mathematics How Children Learn Mathematics Assessment in Mathematics Problem Solving Geometry and Spatial Reasoning Measurement Number Readiness - Early Primary Mathematics Numeration and Number Sense Operations and Number Sense Operations with Whole.