Connecting Mathematical Ideas

Middle School Video Cases to Support Teaching and Learning

Author: Jo Boaler,Cathy Humphreys

Publisher: Heinemann Educational Books

ISBN: N.A

Category: Education

Page: 127

View: 9411

In math, like any subject, real learning takes place when students can connect what they already know to new ideas. In Connecting Mathematical Ideas, Jo Boaler and Cathy Humphreys offer a comprehensive way to improve your ability to help adolescents build connections between different mathematical ideas and representations and between domains like algebra and geometry. Connecting Mathematical Ideas contains two-CDs worth of video case studies from Humphreys' own middle-school classroom that show her encouraging students to bridge complex mathematical concepts with their prior knowledge. Replete with math talk and coverage of topics like representation, reasonableness, and proof, the CDs also include complete transcripts and study questions that stimulate professional learning. Meanwhile, the accompanying book guides you through the CDs with in-depth commentary from Boaler and Humphreys that breaks down and analyzes the lesson footage from both a theoretical and a practical standpoint. In addition to addressing the key content areas of middle school mathematics, Boaler and Humphreys pose and help you address a broad range of frequently asked pedagogical questions, such as: How can I organize productive class discussions? How do I ask questions that stimulate discussion and thought among my students? What's the most effective way to encourage reticent class members to speak up? What role should student errors play in my teaching? Go inside real classrooms to solve your toughest teaching questions. Use the case studies and the wealth of professional support within Connecting Mathematical Ideas and find new ways to help your students connect with math.
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Teaching by Design in Elementary Mathematics, Grades 2–3

Author: Jennifer Stepanek,Melinda Leong,Linda Griffin,Lisa Lavelle

Publisher: Corwin Press

ISBN: 1452238812

Category: Education

Page: 256

View: 6289

Strengthen mathematics lessons through collaborative learning with this research-based professional development program. Included are grade-appropriate number and operations topics aligned with the Common Core State Standards.
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Teaching Secondary Mathematics

Author: Gregory Hine,Robyn Reaburn,Judy Anderson,Linda Galligan,Colin Carmichael,Michael Cavanagh,Bing Ngu,Bruce White

Publisher: Cambridge University Press

ISBN: 1316776824

Category: Education

Page: N.A

View: 6128

Technology plays a crucial role in contemporary mathematics education. Teaching Secondary Mathematics covers major contemporary issues in mathematics education, as well as how to teach key mathematics concepts from the Australian Curriculum: Mathematics. It integrates digital resources via Cambridge HOTmaths (www.hotmaths.com.au), a popular, award-winning online tool with engaging multimedia that helps students and teachers learn and teach mathematical concepts. This book comes with a free twelve-month subscription to Cambridge HOTmaths. Each chapter is written by an expert in the field, and features learning outcomes, definitions of key terms and classroom activities - including HOTmaths activities and reflective questions. Teaching Secondary Mathematics is a valuable resource for pre-service teachers who wish to integrate contemporary technology into teaching key mathematical concepts and engage students in the learning of mathematics.
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Helping Children Learn Mathematics

Author: Robert E. Reys,Mary Lindquist,Mary Montgomery Lindquist,Diana V. Lambdin,Nancy L. Smith

Publisher: John Wiley & Sons

ISBN: 1118654102

Category: Education

Page: 432

View: 3821

Includes bibliographical references (pages 395-406) and index.
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Handbook of International Research in Mathematics Education

Author: Lyn D. English

Publisher: Routledge

ISBN: 1135665796

Category: Education

Page: 944

View: 3933

This state-of-the-art Handbook brings together important mathematics education research that makes a difference in both theory and practice--research that: anticipates problems and needed knowledge before they become impediments to progress; interprets future-oriented problems into researchable issues; presents the implications of research and theory development in forms that are useful to practitioners and policymakers; and facilitates the development of research communities to focus on neglected priorities or strategic opportunities. The volume represents a genuine attempt by contributors from around the world to advance the discipline, rather than simply review what has been done and what exists. The Handbook was developed in response to a number of major global catalysts for change, including the impact of national and international mathematics comparative assessment studies; the social, cultural, economic, and political influences on mathematics education and research; the influence of progressively sophisticated and available technology; and the increasing globalization of mathematics education and research. From these catalysts have emerged specific priority themes and issues for mathematics education research in the 21st century. Three key themes were identified for attention in this volume: life-long democratic access to powerful mathematical ideas; advances in research methodologies; and influences of advanced technologies. Each of these themes is examined in terms of learners, teachers, and learning contexts, with theory development as an important component of all these aspects. Dynamic and forward looking, the Handbook of International Research in Mathematics Education is distinguished by its focus on new and emerging theoretical models, perspectives, and research methodologies; its uniformly high standard of scholarship; and its emphasis on the international nature of mathematics education research. It is an essential volume for all researchers, professionals, and students interested in mathematics education research in particular and, more generally, in international developments and future directions in the broad field of educational research.
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Doing the Scholarship of Teaching and Learning in Mathematics

Author: Jacqueline M. Dewar,Curtis D. Bennett

Publisher: The Mathematical Association of America

ISBN: 0883851938

Category: Mathematics

Page: 226

View: 9586

The Scholarship of Teaching and Learning (SoTL) movement encourages faculty to view teaching “problems” as invitations to conduct scholarly investigations. In this growing field of inquiry faculty bring their disciplinary knowledge and teaching experience to bear on questions of teaching and learning. They systematically gather evidence to develop and support their conclusions. The results are to be peer reviewed and made public for others to build on. This Notes volume is written expressly for collegiate mathematics faculty who want to know more about conducting scholarly investigations into their teaching and their students’ learning. Envisioned and edited by two mathematics faculty, the volume serves as a how-to guide for doing SoTL in mathematics.
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Teacher Education and Pedagogy

Theory, Policy and Practice

Author: Michael Evans

Publisher: Cambridge University Press

ISBN: 1107626552

Category: Education

Page: 190

View: 1669

"Initial teacher education continues to elicit strong views and contested prescriptions, with judgements made increasingly on the basis of international comparisons. Against this background of educational debate and polemic, there is a need for insights gained from research-based qualitative accounts of the processes and practice taking place in high-performing institutions and contexts. Teacher Education and Pedagogy combines critical discussion of transformative processes of teacher education policy and planning with fine-grained analysis of effective practice"--Book cover.
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Literature-Based Teaching in the Content Areas

40 Strategies for K-8 Classrooms

Author: Carole Cox

Publisher: SAGE

ISBN: 1452237611

Category: Education

Page: 352

View: 9118

Grounded in theory and best-practices research, this practical text provides teachers with 40 strategies for using fiction and non-fiction trade books to teach in five key content areas: language arts and reading, social studies, mathematics, science, and the arts. Each strategy provides everything a teacher needs to get started: a classroom example that models the strategy, a research-based rationale, relevant content standards, suggested books, reader-response questions and prompts, assessment ideas, examples of how to adapt the strategy for different grade levels (K–2, 3–5, and 6–8), and ideas for differentiating instruction for English language learners and struggling students. Throughout the book, student work samples and classroom vignettes bring the content to life.
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Explorations

Author: Tom Bassarear

Publisher: Cengage Learning

ISBN: 1133421210

Category: Mathematics

Page: 352

View: 2768

This manual contains open-ended activities for the student to practice and apply the knowledge they learn from the main text. When students begin teaching, they can use the activities as models in their own classrooms. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
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Adding It Up

Helping Children Learn Mathematics

Author: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Mathematics Learning Study Committee

Publisher: National Academies Press

ISBN: 0309218950

Category: Education

Page: 460

View: 7158

Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning: Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction. Details on the processes by which students acquire mathematical proficiency with whole numbers, rational numbers, and integers, as well as beginning algebra, geometry, measurement, and probability and statistics. The committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develop proficiency in teaching mathematics.
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A Short Account of the History of Mathematics

Author: W. W. Rouse Ball

Publisher: Courier Corporation

ISBN: 0486157849

Category: Mathematics

Page: 560

View: 2367

This standard text treats hundreds of figures and schools instrumental in the development of mathematics, from the Phoenicians to such 19th-century giants as Grassman, Galois, and Riemann.
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Introduction to Connections

Grades 6-8

Author: Sherry L. Meier,Edward S. Mooney

Publisher: Heinemann Educational Books

ISBN: N.A

Category: Education

Page: 112

View: 6340

NCTM's Process Standards support teaching that helps students develop independent, effective mathematical thinking. The books in the Heinemann Math Process Standards Series give every middle grades math teacher the opportunity to explore each standard in depth. The series offers friendly, reassuring advice and ready-to-use examples to any teacher ready to embrace the Process Standards. In Introduction to Connections, Cynthia W. Langrall, Sherry L. Meier, Edward S. Mooney, and Honi J. Bamberger familiarize you with ways to help students see the relationships between and among mathematical skills and content. They offer an array of entry points for understanding, planning, and teaching, including strategies that help students build upon and link mathematical thinking across units by recognizing connections among math concepts, real-world applications, and other content areas. The book and accompanying CD-ROM are filled with activities that are modifiable for immediate use with students of all levels customizable to match your specific lessons. In addition, a correlation guide helps you match the math content you teach with the mathematical processes it utilizes. If your students aren't making mathematical connections, or if you're simply looking for ways to work the connections standard into your curriculum, read, dog-ear, and teach with Introduction to Connections. And if you'd like to learn about any of NCTM's process standards, or you're looking for classroom-tested ways to address them, look no further than Heinemann's Math Process Standards Series. You'll find them explained in the most understandable and practical way: from one teacher to another.
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Works

Author: Aristotle

Publisher: N.A

ISBN: N.A

Category:

Page: N.A

View: 4640

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Connections Maths 9

Author: A. Kalra,James Stamell

Publisher: Pascal Press

ISBN: 9781877085635

Category: Mathematics

Page: N.A

View: 3210

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Mathematics for Tomorrow’s Young Children

Author: C.S. Mansfield,N.A. Pateman,N. Bednarz

Publisher: Springer Science & Business Media

ISBN: 9401722110

Category: Education

Page: 329

View: 8786

Social constructivism is just one view of learning that places emphasis on the social aspects of learning. Other theoretical positions, such as activity theory, also emphasise the importance of social interactions. Along with social constructivism, Vygotsky's writings on children's learning have recently also undergone close scru tiny and researchers are attempting a synthesis of aspects ofVygotskian theory and social constructivism. This re-examination of Vygotsky's work is taking place in many other subject fields besides mathematics, such as language learning by young children. It is interesting to speculate why Vygotsky's writings have appealed to so many researchers in different cultures and decades later than his own times. Given the recent increased emphasis on the social nature of learning and on the interactions between student, teacher and context factors, a finer grained analysis of the nature of different theories of learning now seems to be critical, and it was considered that different views of students' learning of mathematics needed to be acknowledged in the discussions of the Working Group.
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Conceptual Model-Based Problem Solving

Teach Students with Learning Difficulties to Solve Math Problems

Author: Yan Ping Xin

Publisher: Springer Science & Business Media

ISBN: 9462091048

Category: Education

Page: 268

View: 5666

Are you having trouble in finding Tier II intervention materials for elementary students who are struggling in math? Are you hungry for effective instructional strategies that will address students’ conceptual gap in additive and multiplicative math problem solving? Are you searching for a powerful and generalizable problem solving approach that will help those who are left behind in meeting the Common Core State Standards for Mathematics (CCSSM)? If so, this book is the answer for you. • The conceptual model-based problem solving (COMPS) program emphasizes mathematical modeling and algebraic representation of mathematical relations in equations, which are in line with the new Common Core. • “Through building most fundamental concepts pertinent to additive and multiplicative reasoning and making the connection between concrete and abstract modeling, students were prepared to go above and beyond concrete level of operation and be able to use mathematical models to solve more complex real-world problems. As the connection is made between the concrete model (or students’ existing knowledge scheme) and the symbolic mathematical algorithm, the abstract mathematical models are no longer “alien” to the students.” As Ms. Karen Combs, Director of Elementary Education of Lafayette School Corporation in Indiana, testified: “It really worked with our kids!” • “One hallmark of mathematical understanding is the ability to justify,... why a particular mathematical statement is true or where a mathematical rule comes from” (http://illustrativemathematics.org/standards). Through making connections between mathematical ideas, the COMPS program makes explicit the reasoning behind math, which has the potential to promote a powerful transfer of knowledge by applying the learned conception to solve other problems in new contexts. • Dr. Yan Ping Xin’s book contains essential tools for teachers to help students with learning disabilities or difficulties close the gap in mathematics word problem solving. I have witnessed many struggling students use these strategies to solve word problems and gain confidence as learners of mathematics. This book is a valuable resource for general and special education teachers of mathematics. - Casey Hord, PhD, University of Cincinnati
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Exploring mathematics

Author: L. Carey Bolster

Publisher: N.A

ISBN: 9780673375544

Category: Arithmetic

Page: 570

View: 9379

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A call for change

recommendations for the mathematical preparation of teachers of mathematics

Author: Mathematical Association of America. Committee on the Mathematical Education of Teachers,James R. C. Leitzel

Publisher: Mathematical Assn of Amer

ISBN: N.A

Category: Mathematics

Page: 47

View: 9057

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Connections Maths 8

Author: Edward Duffy,Lorraine Mottershead,G. Murty

Publisher: Pascal Press

ISBN: 9781877085574

Category: Mathematics

Page: 612

View: 4064

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