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Analysis of Arithmetic for Mathematics Teaching
This volume emerges from a partnership between the American Federation of Teachers and the Learning Research and Development Center at the University of Pittsburgh. The partnership brought together researchers and expert teachers for intensive dialogue sessions focusing on what each community knows about effective mathematical learning and instruction. The chapters deal with the research on, and conceptual analysis of, specific arithmetic topics (addition, subtraction, multiplication, division, decimals, and fractions) or with overarching themes that pervade the early curriculum and constitute the links with the more advanced topics of mathematics (intuition, number sense, and estimation). Serving as a link between the communities of cognitive researchers and mathematics educators, the book capitalizes on the recent research successes of cognitive science and reviews the literature of the math education community as well.
Analysis of Arithmetic for Mathematics Teaching
This volume emerges from a partnership between the American Federation of Teachers and the Learning Research and Development Center at the University of Pittsburgh. The partnership brought together researchers and expert teachers for intensive dialogue sessions focusing on what each community knows about effective mathematical learning and instruction. The chapters deal with the research on, and conceptual analysis of, specific arithmetic topics (addition, subtraction, multiplication, division, decimals, and fractions) or with overarching themes that pervade the early curriculum and constitute the links with the more advanced topics of mathematics (intuition, number sense, and estimation). Serving as a link between the communities of cognitive researchers and mathematics educators, the book capitalizes on the recent research successes of cognitive science and reviews the literature of the math education community as well.
Making Sense of Fractions, Ratios, and Proportions
Excellent resource for mathematics educators that emphasizes the importance of understanding fractions, ratios, and proportions as early as elementary school. Also provides classroom challenges.
Resources for Science Literacy
Designed for science and mathematics teachers of K-12 to help them "rethink the way they develop curricula, select materials and activities, design instruction, and plan for assessment."--p.vii.
Navigating Through Number and Operations in Grades 3-5
In grades 3-5, students extend their understanding of place value, larger whole numbers, fractions and decimals. They develop an understanding of multiplication and division, mastering and applying basic facts. Concrete materials can help students represent and reinforce these important concepts. Activities in this book invite students to use fraction circles to compare fractions and dot arrays to explore multiplication and the distributive property.
Results from the Sixth Mathematics Assessment of the National Assessment of Educational Progress
The National Assessment of Educational Progress (NAEP) provides data about what children know and can do with the goal of using this information to improve education. This book contains interpretive reports based on results from the mathematics assessments conducted by the NAEP regarding: (1) the cognitive performance of students at grades 4, 8, and 12 on multiple-choice, regular constructed-response, and extended constructed response items; (2) students' responses to a variety of background questions dealing with their beliefs and feelings toward mathematics and their participation in various forms of classroom activity; and (3) teachers' responses to various background questions dealing wi...
Mathematics in the Early Years
Noting that young children are capable of surprisingly complex forms of mathematical thinking and learning, this book presents a collection of articles depicting children discovering mathematical ideas, teachers fostering students' informal mathematical knowledge, adults asking questions and listening to answers, and researchers examining children's mathematical thinking. The chapters are: (1) "Why Do We Teach Young Children So Little Mathematics? Some Historical Considerations" (Balfanz); (2) "Children's Ways of Knowing: Lessons from Cognitive Development Research" (Sophian); (3) "The Sociology of Day Care" (McDill and Natriello); (4) "Cultural Aspects of Young Children's Mathematics Knowle...
