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Author: Liping Ma
Publisher: Routledge
ISBN: 1135149496
Category : Education
Languages : en
Pages : 290
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Book Description
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: Liping Ma
Publisher: Routledge
ISBN: 1135149496
Category : Education
Languages : en
Pages : 290
Get Book Here
Book Description
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: James E. Schwartz
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 340
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Book Description
Schwartz Powerful Ideas in Elementary Mathematics: Pedagogical Content Knowledge for Teachers, 1/e ISBN: 0205493750 "This book would be a great tool for helping [today's future elementary teachers] acquire a 'gut level' understanding of mathematics concepts." - Hester Lewellen, Baldwin-Wallace College, OH "The writing in this text is very clear and would easily be understood by the intended audience. The real-world examples put the various math concepts into a context that is easily understood. The vignettes at the beginning of each chapter are interesting and they get the reader to begin thinking about the math concepts that will follow. Each of the chapters seem to build on one another and the author often refers back to activities and concepts from previous chapters which is meaningful to the reader because it lets the reader know that the information they are learning builds their conceptual understanding of other mathematical concepts. " - Melany L. Rish, University of South Carolina, Aiken Organized around five key concepts or "powerful ideas" in mathematics, this text presents elementary mathematics content in a concise and nonthreatening manner for teachers. Designed to sharpen teachers' mathematics pedagogical content knowledge, the friendly writing style and vignettes relate math concepts to "real life" situations so that they may better present the content to their students. The five "powerful ideas" (composition, decomposition, relationships, representation, and context) provide an organizing framework and highlight the interconnections between mathematics topics. In addition, the text thoroughly integrates discussion of the five NCTM process strands. Features: Icons highlighting the NCTM process standards appear throughout the book to indicate where the text relates to each of these. Practice exercises and activities and their explanations reinforce math concepts presented in the text and provide an opportunity for reflection and practice. Concise, conversational chapters and opening vignettes present math contents simply enough for even the most math-anxious pre-service teachers.
Author: Ethel Marie Turner
Publisher:
ISBN:
Category : Arithmetic
Languages : en
Pages : 170
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Book Description
Author: Thomas H. Parker
Publisher: Ingram
ISBN: 9780974814001
Category : Arithmetic
Languages : en
Pages : 237
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Book Description
Textbook on numbers, arithmetic, and prealgebra for elementary school mathematics teachers. Designed to be used with five Primary Mathematics books (textbooks 3A, 4A, 5A, 6A, and workbook 5A; all U.S. ed.), part of an elementary mathematics curriculum designed by Singapore's Ministry of Education and adapted for use in the U.S.
Author: Jennifer Stepanek
Publisher: Corwin Press
ISBN: 1412987059
Category : Education
Languages : en
Pages : 257
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Book Description
This professional learning programme for Key Stage 2 mathematics teaching is grounded in the latest research on the characteristics of effective professional development. The materials help teachers: - deepen their content knowledge for important mathematical concepts in their grade - increase their understanding of how students learn these mathematical ideas - use their knowledge to develop effective lessons and improve instruction - enhance their collaboration skills. The mathematical content of Teaching by Design in Mathematics matches content topics in number and operations identified for each grade by the NCTM Curriculum Focal Points. The culminating activity of the programme is the co-creation of a prototype lesson which is taught to students by team members; the team then investigates the impact of the lesson on student learning. The cycle of investigating, planning, teaching, observing, debriefing, and revising a lesson together contributes to a climate of continuous professional learning.
Author: Douglas K. Brumbaugh
Publisher: Routledge
ISBN: 1135633797
Category : Education
Languages : en
Pages : 525
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Book Description
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: Janine T. Remillard
Publisher: Springer Nature
ISBN: 3030385884
Category : Education
Languages : en
Pages : 329
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Book Description
The book presents comparative analyses of five elementary mathematics curriculum programs used in the U.S. from three different perspectives: the mathematical emphasis, the pedagogical approaches, and how authors communicate with teachers. These perspectives comprise a framework for examining what curriculum materials are comprised of, what is involved in reading and interpreting them, and how curriculum authors can and do support teachers in this process. Although the focus of the analysis is 5 programs used at a particular point in time, this framework extends beyond these specific programs and illuminates the complexity of curriculum materials and their role in teaching in general. Our analysis of the mathematical emphasis considers how the mathematics content is presented in each program, in terms of sequencing, the nature of mathematical tasks (cognitive demand and ongoing practice), and the way representations are used. Our analysis of the pedagogical approach examines explicit and implicit messages about how students should interact with mathematics, one another, the teacher, and the textbook around these mathematical ideas, as well as the role of the teacher. In order to examine how curriculum authors support teachers, we analyze how they communicate with teachers and what they communicate about, including the underlying mathematics, noticing student thinking, and rationale for design elements. The volume includes a chapter on curriculum design decisions based on interviews with curriculum authors.
Author: Matt Delong
Publisher: Mathematical Association of America (MAA)
ISBN:
Category : Business & Economics
Languages : en
Pages : 292
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Book Description
Addressing the need for tools to train college mathematics instructors in both basic teaching skills and innovative methods, this work describes training and mentoring activities that have been used in a variety of settings with new instructors, including graduate student teaching assistants, undergraduate tutors, graders, and lab assistants, as well as faculty. The book offers ideas for the structure of an integrated program of professional development, support material for a brief pre-semester orientation session, material for a semester-long program of weekly training meetings, and procedures and forms for conducting a system of class visits and feedback. This work lacks a subject index. DeLong is affiliated with Taylor University. Winter is affiliated with Harvard University. Annotation copyrighted by Book News Inc., Portland, OR.
Author: Bradley S. Witzel
Publisher: Guilford Publications
ISBN: 1462523110
Category : Education
Languages : en
Pages : 193
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Book Description
Packed with effective instructional strategies, this book explores why certain K-5 students struggle with math and provides a framework for helping these learners succeed. The authors present empirically validated practices for supporting students with disabilities and others experiencing difficulties in specific areas of math, including problem solving, early numeracy, whole-number operations, fractions, geometry, and algebra. Concrete examples, easy-to-implement lesson-planning ideas, and connections to state standards, in particular the Common Core standards, enhance the book's utility. Also provided is invaluable guidance on planning and delivering multi-tiered instruction and intervention.
Author: John A. Van de Walle
Publisher:
ISBN: 9780205394531
Category : Computers
Languages : en
Pages : 194
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Book Description
Part I- contains useful handouts, guidelines, and rubrics for observation and assessment. Part II- offers activities and lesson plans that students can use during their field experiences. 55 fully formatted Black Line Masters are included!
