MathScape: Seeing and Thinking Mathematically, Course 3, Looking Behind the Numbers, Student Guide 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 MathScape: Seeing and Thinking Mathematically, Course 3, Looking Behind the Numbers, Student Guide PDF full book. Access full book title MathScape: Seeing and Thinking Mathematically, Course 3, Looking Behind the Numbers, Student Guide by McGraw Hill. Download full books in PDF and EPUB format.
Author: McGraw Hill
Publisher: McGraw-Hill Education
ISBN: 9780078668203
Category : Mathematics
Languages : en
Pages : 56
Get Book Here
Book Description
Looking Behind the Numbers, Student Guide
Author: McGraw Hill
Publisher: McGraw-Hill Education
ISBN: 9780078668203
Category : Mathematics
Languages : en
Pages : 56
Get Book Here
Book Description
Looking Behind the Numbers, Student Guide
Author: McGraw Hill
Publisher: McGraw-Hill Education
ISBN: 9780078668302
Category : Mathematics
Languages : en
Pages : 52
Get Book Here
Book Description
Roads and Ramps, Student Guide
Author: McGraw Hill
Publisher: McGraw-Hill Education
ISBN: 9780078668289
Category : Mathematics
Languages : en
Pages : 52
Get Book Here
Book Description
Exploring the Unknown, Student Guide
Author: Ed Bowker Staff
Publisher: R. R. Bowker
ISBN: 9780835246422
Category : Reference
Languages : en
Pages : 3274
Get Book Here
Book Description
Author: Susan Janssen Creighton
Publisher: Corwin Press
ISBN: 1483385965
Category : Education
Languages : en
Pages : 222
Get Book Here
Book Description
Make formative assessment work for you—and your math students! Finally, formative assessment that adds up! Bringing Math Students Into the Formative Assessment Equation is the ultimate resource for helping teachers implement formative assessment in the middle school mathematics classroom. And it’s much more than that. With this research-based, teacher-tested guide, you won’t just learn effective teaching strategies—you’ll turn your students into self-regulated learners. They’ll monitor and assess their own progress—and communicate to you about it! Features include: A clear and manageable six-aspect instructional model Detailed strategies for helping students own their successes Real-life examples from middle school mathematics teachers Useful resources and a companion website to help you implement formative assessment in your classroom Formative assessment isn’t just for teachers anymore. With the help of this essential resource, you’ll work together with your students toward a common goal of math success. "This book is outstanding. I would recommend it to any math educator. The depth of research integrated into practice is extensive and, as a result, it is the most practical book I have come across related to formative assessment and mathematics The self-regulation aspects, as well as the ownership and involvement emphasized in the book, went beyond the traditional cognitive strategies endorsed in most books." Marc Simmons, Principal Ilwaco Middle School, Ocean Beach School District, Long Beach, WA "The ideas in this book are brought to life with examples of teachers and students in the classroom. The teacher voices, comments, and quotes lend credibility and are a big component of the book’s strengths as well as the visuals and graphics." Rita Tellez, Math Coordinator Ysleta Independent School District, El Paso, TX
Author:
Publisher: McGraw-Hill/Glencoe
ISBN:
Category : Juvenile Nonfiction
Languages : en
Pages : 374
Get Book Here
Book Description
This unique comprehensive curriculum encourages students to learn mathematics by doing mathematics, by using and connecting mathematical ideas, and by actively increasing their understanding. "MathScape: Seeing and Thinking Mathematically" was developed by Education Development Center, Inc. with funding from the National Science Foundation. It is one of four middle school mathematics programs to receive a satisfactory rating from the American Association for the Advancement of Science (AAAS).
Author: Cathy Humphreys
Publisher: Stenhouse Publishers
ISBN: 1571109986
Category : Education
Languages : en
Pages : 213
Get Book Here
Book Description
Making Number Talks Matter is about the myriad decisions facing teachers as they make this fifteen-minute daily routine a vibrant and vital part of their mathematics instruction. Throughout the book, Cathy Humphreys and Ruth Parker offer practical ideas for using Number Talks to help students learn to reason numerically and build a solid foundation for the study of mathematics. This book will be an invaluable resource whether you are already using Number Talks or not; whether you are an elementary, middle school, high school, or college teacher; or even if you are a parent wanting to support your child with mathematics. Using insight gained from many years of doing Number Talks with students of all ages, Cathy and Ruth address questions to ask during Number Talks, teacher moves that turn the thinking over to students, the mathematics behind the various strategies, and ways to overcome bumps in the road. If you've been looking for ways to transform your mathematics classroom--to bring sense-making and divergent thinking to the foreground, to bring the Standards for Mathematical Practice to life, and to bring joy back into your instruction--this book is for you.
Author: Merle Green
Publisher:
ISBN: 9781741307924
Category : Mathematical ability
Languages : en
Pages : 0
Get Book Here
Book Description
"This book provides a structured and clear interpretation of the Australian mathematics curriculum, detailing what a child is required to know by the end of Year 3. It covers the syllabus topic by topic, explaining what is to be taught and how it is being taught in Australian classrooms. It is a comprehensive, well-presented and easy to understand book which provides an ideal reference for parents to consult when they wish to provide assistance in supporting the development of their child's mathematical understanding"--Understanding Maths website.
Author: Erich Christian Wittmann
Publisher: Springer Nature
ISBN: 3030615707
Category : Education
Languages : en
Pages : 332
Get Book Here
Book Description
This open access book features a selection of articles written by Erich Ch. Wittmann between 1984 to 2019, which shows how the “design science conception” has been continuously developed over a number of decades. The articles not only describe this conception in general terms, but also demonstrate various substantial learning environments that serve as typical examples. In terms of teacher education, the book provides clear information on how to combine (well-understood) mathematics and methods courses to benefit of teachers. The role of mathematics in mathematics education is often explicitly and implicitly reduced to the delivery of subject matter that then has to be selected and made palpable for students using methods imported from psychology, sociology, educational research and related disciplines. While these fields have made significant contributions to mathematics education in recent decades, it cannot be ignored that mathematics itself, if well understood, provides essential knowledge for teaching mathematics beyond the pure delivery of subject matter. For this purpose, mathematics has to be conceived of as an organism that is deeply rooted in elementary operations of the human mind, which can be seamlessly developed to higher and higher levels so that the full richness of problems of various degrees of difficulty, and different means of representation, problem-solving strategies, and forms of proof can be used in ways that are appropriate for the respective level. This view of mathematics is essential for designing learning environments and curricula, for conducting empirical studies on truly mathematical processes and also for implementing the findings of mathematics education in teacher education, where it is crucial to take systemic constraints into account.
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.
