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| Author | : Alexandre Borovik |
| Publisher | : |
| Total Pages | : 398 |
| Release | : 2019-06-11 |
| Genre | : Mathematics |
| ISBN | : 9781783746996 |
| Author | : Ron Aharoni |
| Publisher | : World Scientific |
| Total Pages | : 211 |
| Release | : 2015-03-05 |
| Genre | : Mathematics |
| ISBN | : 9814602922 |
This book is the result of a unique experience: a research mathematician teaching in an elementary school. It tells about a fascinating discovery made by the author — that elementary mathematics has a lot of depth and beauty, and that the secret to its teaching is in understanding its deep points.The first part of the book discusses the nature of mathematics and its beauty. The second part tells about the teaching principles the author distilled from his experience. The third part is an excursion through the arithmetic studied in elementary school, accompanied by personal stories, historical anecdotes and teaching suggestions. The appendix relates the fascinating story of modern day politics of mathematical education.The book was a bestseller in Israel, and has been translated into many languages. The extraordinary combination of mathematical and didactic insights makes it an essential guide for parents and teachers alike.
| Author | : Liping Ma |
| Publisher | : Routledge |
| Total Pages | : 290 |
| Release | : 2010-03-26 |
| Genre | : Education |
| ISBN | : 1135149496 |
Studies of teachers in the U.S. often document insufficient subject matter knowledge in mathematics. Yet, these studies give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education. Knowing and Teaching Elementary Mathematics describes the nature and development of the knowledge that elementary teachers need to become accomplished mathematics teachers, and suggests why such knowledge seems more common in China than in the United States, despite the fact that Chinese teachers have less formal education than their U.S. counterparts. The anniversary edition of this bestselling volume includes the original studies that compare U.S and Chinese elementary school teachers’ mathematical understanding and offers a powerful framework for grasping the mathematical content necessary to understand and develop the thinking of school children. Highlighting notable changes in the field and the author’s work, this new edition includes an updated preface, introduction, and key journal articles that frame and contextualize this seminal work.
| Author | : Douglas K. Brumbaugh |
| Publisher | : Routledge |
| Total Pages | : 525 |
| Release | : 2004-09-22 |
| Genre | : Education |
| ISBN | : 1135633797 |
THE book for elementary education mathematics content courses! Designed to help prospective teachers of elementary school mathematics learn content beyond the rote level, this text stimulates readers to think beyond just getting the problem right and fosters their development into thoughtful, reflective, self-motivated, life-long learners. It stresses the what and why of elementary school mathematics content. Hints are provided about how to teach the content but this is mostly left to courses and texts that are dedicated to that purpose. The text is organized around the National Council for Teachers of Mathematics' Principles and Standards for School Mathematics. The Standards dictate the basic sections of the text. Within each section, appropriate specific topics are developed, intertwined with technology, problem solving, assessment, equity issues, planning, teaching skills, use of manipulatives, sequencing, and much more. In addition, major focal points of the Standards are emphasized throughout: effective teachers of mathematics should be able to motivate all students to learn, should understand the developmental levels of how children learn, should concentrate on what children need to become active participants in the learning environment, and should be engaged in ongoing investigations of new mathematical concepts and teaching strategies. Mathematics Content for Elementary Teachers is based on several fundamental premises: *The focus of mathematics education should be on the process, not the answer. *Elementary teachers should know the mathematics content they are teaching, know more than the content they are teaching, and teach from the overflow of knowledge. *It is important for teachers to be flexible in allowing students to use different procedures--teaching from the "overflow of knowledge" implies knowing how to do a given operation more than one way and being willing to examine many different ways. *Teachers need to learn to carefully cover the topics to be taught, to reflect upon them, and to be able to organize them. To help prospective elementary teachers concentrate on the mathematics content they will be expected to teach and begin to build the foundation for the methods they will use, this text includes only elementary mathematics content and does not address middle school concepts. Pedagogical features: *The text is organized according to NCTM Standards. *An informal writing style speaks directly to readers and is geared to pre-service teachers. *Focus is given to multiple methods of problem solving at four developmental levels. *Questions, exercises, and activities are interspersed throughout each section rather than gathered at the end of each chapter. *Complete solutions for exercises are provided.
| Author | : John J. SanGiovanni |
| Publisher | : Corwin Press |
| Total Pages | : 233 |
| Release | : 2021-08-31 |
| Genre | : Education |
| ISBN | : 1071861220 |
Your guide to grow and learn as a math teacher! Let’s face it, teaching elementary math can be hard. So much about how we teach math today may look and feel different from how we learned it. Today, we recognize placing the student at the center of their learning increases engagement, motivation, and academic achievement soars. Teaching math in a student-centered way changes the role of the teacher from one who traditionally “delivers knowledge” to one who fosters thinking. Most importantly, we must ensure our practice gives each and every student the opportunity to learn, grow, and achieve at high levels, while providing opportunities to develop their agency and authority in the classroom which results in a positive math identity. Whether you are a brand new teacher or a veteran, if you find teaching math to be quite the challenge, this is the guide you want by your side. Designed for just-in-time learning and support, this practical resource gives you brief, actionable answers to your most pressing questions about teaching elementary math. Written by four experienced math educators representing diverse experiences, these authors offer the practical advice they wish they received years ago, from lessons they′ve learned over decades of practice, research, coaching, and through collaborating with teams, teachers and colleagues—especially new teachers—every day. Questions and answers are organized into five areas of effort that will help you most thrive in your elementary math classroom: 1. How do I build a positive math community? 2. How do I structure, organize, and manage my math class? 3. How do I engage my students in math? 4. How do I help my students talk about math? 5. How do I know what my students know and move them forward? Woven throughout, you′ll find helpful sidebar notes on fostering identity and agency; access and equity; teaching in different settings; and invaluable resources for deeper learning. The final question—Where do I go from here?— offers guidance for growing your practice over time. Strive to become the best math educator you can be; your students are counting on it! What will be your first step on the journey?
| Author | : Klaas Kramer |
| Publisher | : |
| Total Pages | : 524 |
| Release | : 1970 |
| Genre | : Mathematics |
| ISBN | : |
| Author | : Fuchang Liu |
| Publisher | : Routledge |
| Total Pages | : 236 |
| Release | : 2017-03-27 |
| Genre | : Education |
| ISBN | : 1315511754 |
Learn the most effective ways to teach elementary math, no matter how much experience you have with the subject. In this book, Fuchang Liu takes you through many common mistakes in math instruction and explains the misunderstandings behind them. He points out practices that should be avoided, helping you to adjust your lessons so that all students can achieve success. You’ll discover how to... - Increase your confidence with core math principles and reasoning - Set your students on the path toward eventually developing more complex math skills - Improve student achievement by approaching problems in logical yet creative ways - Overcome common challenges faced by students and teachers - Teach problem solving for different learning styles Every chapter reconsiders well-established ways of teaching all areas of elementary math, from addition and subtraction to statistics and graphs. Helpful examples and tips are scattered throughout the book, offering revisions to the way these topics are often presented in the classroom. Also included are group study ideas for principals and instructional coaches so your school or district can work on the book together. With this practical guide, you’ll be ready to help students truly develop their math understanding.
| Author | : Rina Zazkis |
| Publisher | : IAP |
| Total Pages | : 139 |
| Release | : 2011-08-01 |
| Genre | : Education |
| ISBN | : 1617354899 |
This book is grounded in the author’s experiences of teaching mathematics for prospective elementary school teachers and conducting research on their understanding of mathematical concepts. It is a reflection on practice and an attempt to cope with a double challenge: that of a teacher, in helping prospective teachers make sense of mathematics, and that of a researcher, in an attempt to understand and describe the challenges faced by students. This work fits within the current community interest on teacher education and provides a novel focus, with both theoretical and practical considerations. The central claim in this book is that encounters with mathematical content by prospective elementary school teachers constitute relearning, rather than learning, of mathematics. The specific focus is on topics related to elementary number theory (e.g. divisibility, prime factorization), which is referred to as a “forgotten queen” (following Gauss’ reference to number theory as a queen of mathematics). This is the content area that has not received significant attention in mathematics education research. The book can be summarized as an attempt to address the following questions: What is relearning of mathematical content and how is it similar to or different from learning? What are the examples of specific mathematical topics or concepts that require relearning? What pedagogical approaches can support relearning? The detailed analysis of research data and pedagogical approaches presented in the book are intertwined with stories of personal experiences of the author, which makes the reading not only intellectually stimulating but also enjoyable.
| Author | : Lynn C. Hart |
| Publisher | : IAP |
| Total Pages | : 147 |
| Release | : 2016-07-01 |
| Genre | : Education |
| ISBN | : 1681235749 |
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 | : Marjorie Montague |
| Publisher | : Guilford Publications |
| Total Pages | : 193 |
| Release | : 2018-03-05 |
| Genre | : Education |
| ISBN | : 1462537472 |
A highly practical resource for special educators and classroom teachers, this book provides specific instructional guidance illustrated with vignettes, examples, and sample lesson plans. Every chapter is grounded in research and addresses the nuts and bolts of teaching math to students who are not adequately prepared for the challenging middle school curriculum. Presented are a range of methods for helping struggling learners build their understanding of foundational concepts, master basic skills, and develop self-directed problem-solving strategies. While focusing on classroom instruction, the book also includes guidelines for developing high-quality middle school mathematics programs and evaluating their effectiveness.
