Fostering Algebraic Thinking PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Fostering Algebraic Thinking PDF full book. Access full book title Fostering Algebraic Thinking by Mark J. Driscoll. Download full books in PDF and EPUB format.
Author: Mark J. Driscoll
Publisher: Heinemann Educational Books
ISBN:
Category : Education
Languages : en
Pages : 176
Get Book Here
Book Description
Fostering Algebraic Thinking is a timely and welcome resource for middle and high school teachers hoping to ease their students' transition to algebra.
Author: Mark J. Driscoll
Publisher: Heinemann Educational Books
ISBN:
Category : Education
Languages : en
Pages : 176
Get Book Here
Book Description
Fostering Algebraic Thinking is a timely and welcome resource for middle and high school teachers hoping to ease their students' transition to algebra.
Author: Amy Mirra
Publisher:
ISBN: 9780873535779
Category : Mathematics
Languages : en
Pages : 26
Get Book Here
Book Description
Family members play an important role in their children's attitudes toward, and success with, mathematics. This award-winning guide summarises what today's mathematics classroom is like, offers tips on how family members can help their children have a positive attitude and enjoy mathematics and presents practical ways to discuss and do maths at home together during everyday situations. Ideas are presented from the elementary and prekindergarten years all the way through high school. The guide is a great resource for family members or teachers and administrators who want ideas to share with family members during events such as Parent Teacher or Family Maths Nights. Reproducible take-home pages addressing questions commonly asked by family members are also included and can be used by teachers and administrators who want to send information home to family members.
Author: Marilyn E. Strutchens
Publisher:
ISBN: 9780873536806
Category : Curriculum planning
Languages : en
Pages : 119
Get Book Here
Book Description
No matter what the mathematics class, infusing reasoning and sense making into the daily mathematical experience of all high school students is crucial. ""All high school students"" includes low-performing students; gifted students; students of different racial, sociolinguistic and socioeconomic status; students with disabilites and students who are mathematically talented. The writers of this volume hope to further the dialogue about how to create for all students empowering mathematical experiences that incorporate reasoning and sense making.
Author:
Publisher:
ISBN: 9781680540154
Category : Mathematics
Languages : en
Pages :
Get Book Here
Book Description
Catalyzing Change in High School Mathematics : Initiating Critical Conversations is written for classroom teachers; counselors, coaches, specialists, and instructional leaders; school, district, and state administrators; curriculum developers; and policymakers at all levels with the goal of beginning a serious discussion of the issues for high school mathematics that are outlined in this document.--
Author:
Publisher:
ISBN: 9780873534840
Category : Mathematics
Languages : en
Pages : 20
Get Book Here
Book Description
This easy-to-read summary is an excellent tool for introducing others to the messages contained in Principles and Standards.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 352
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 136
Get Book Here
Book Description
Author: National Council of Teachers of Mathematics
Publisher: National Council of Teachers of Mathematics, Incorporated
ISBN: 9780873537742
Category : Curriculum planning
Languages : en
Pages : 139
Get Book Here
Book Description
This text offers guidance to teachers, mathematics coaches, administrators, parents, and policymakers. This book: provides a research-based description of eight essential mathematics teaching practices ; describes the conditions, structures, and policies that must support the teaching practices ; builds on NCTM's Principles and Standards for School Mathematics and supports implementation of the Common Core State Standards for Mathematics to attain much higher levels of mathematics achievement for all students ; identifies obstacles, unproductive and productive beliefs, and key actions that must be understood, acknowledged, and addressed by all stakeholders ; encourages teachers of mathematics to engage students in mathematical thinking, reasoning, and sense making to significantly strengthen teaching and learning.
Author: Center for Science, Mathematics, and Engineering Education
Publisher: National Academies Press
ISBN: 0309522455
Category : Education
Languages : en
Pages : 206
Get Book Here
Book Description
With the 1989 release of Everybody Counts by the Mathematical Sciences Education Board (MSEB) of the National Research Council and the Curriculum and Evaluation Standards for School Mathematics by the National Council of Teachers of Mathematics (NCTM), the "standards movement" in K-12 education was launched. Since that time, the MSEB and the NCTM have remained committed to deepening the public debate, discourse, and understanding of the principles and implications of standards-based reform. One of the main tenets in the NCTM Standards is commitment to providing high-quality mathematical experiences to all students. Another feature of the Standards is emphasis on development of specific mathematical topics across the grades. In particular, the Standards emphasize the importance of algebraic thinking as an essential strand in the elementary school curriculum. Issues related to school algebra are pivotal in many ways. Traditionally, algebra in high school or earlier has been considered a gatekeeper, critical to participation in postsecondary education, especially for minority students. Yet, as traditionally taught, first-year algebra courses have been characterized as an unmitigated disaster for most students. There have been many shifts in the algebra curriculum in schools within recent years. Some of these have been successful first steps in increasing enrollment in algebra and in broadening the scope of the algebra curriculum. Others have compounded existing problems. Algebra is not yet conceived of as a K-14 subject. Issues of opportunity and equity persist. Because there is no one answer to the dilemma of how to deal with algebra, making progress requires sustained dialogue, experimentation, reflection, and communication of ideas and practices at both the local and national levels. As an initial step in moving from national-level dialogue and speculations to concerted local and state level work on the role of algebra in the curriculum, the MSEB and the NCTM co-sponsored a national symposium, "The Nature and Role of Algebra in the K-14 Curriculum," on May 27 and 28, 1997, at the National Academy of Sciences in Washington, D.C.
Author: Deborah Loewenberg
Publisher: Rand Corporation
ISBN: 0833034111
Category : Education
Languages : en
Pages : 123
Get Book Here
Book Description
A clear need exists for substantial improvement in mathematics proficiency in U.S. schools. The RAND Mathematics Study Panel was convened to inform the U.S. Department of Education's Office of Educational Research and Improvement on ways to improve the quality and usability of education research and development (R&D). The panel identified three areas for focused R&D: development of teachers' mathematical knowledge used in teaching; teaching and learning of skills needed for mathematical thinking and problem-solving; and teaching and learning of algebra from kindergarten through the 12th grade.
