Algebra 1 California Edition Textbook PDF Download
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Author: Edward B. Burger Publisher: Holt Rinehart & Winston ISBN: 9780030923395 Category : Juvenile Nonfiction Languages : en Pages : 775
Book Description
Specifically designed for California students and teachers. The California Mathematics Content Standards are unpacked, taught, and then reinforced throughout our program so that teachers can plan, diagnose, teach, assess, and intervene with the standards in mind.
Author: Edward B. Burger Publisher: Holt Rinehart & Winston ISBN: 9780030923395 Category : Juvenile Nonfiction Languages : en Pages : 775
Book Description
Specifically designed for California students and teachers. The California Mathematics Content Standards are unpacked, taught, and then reinforced throughout our program so that teachers can plan, diagnose, teach, assess, and intervene with the standards in mind.
Author: Publisher: ISBN: 9780030946943 Category : Algebra Languages : en Pages : 260
Book Description
Specifically designed for California students and teachers. The California Mathematics Content Standards are unpacked, taught, and then reinforced throughout our program so that teachers can plan, diagnose, teach, assess, and intervene with the standards in mind.
Author: Holt, Rinehart, and Winston, inc Publisher: ISBN: 9780030947100 Category : Algebra Languages : en Pages :
Book Description
Specifically designed for California students and teachers. The California Mathematics Content Standards are unpacked, taught, and then reinforced throughout our program so that teachers can plan, diagnose, teach, assess, and intervene with the standards in mind.
Author: Steve Rhine Publisher: IAP ISBN: 1641134135 Category : Education Languages : en Pages : 351
Book Description
Algebra is the gateway to college and careers, yet it functions as the eye of the needle because of low pass rates for the middle school/high school course and students’ struggles to understand. We have forty years of research that discusses the ways students think and their cognitive challenges as they engage with algebra. This book is a response to the National Council of Teachers of Mathematics’ (NCTM) call to better link research and practice by capturing what we have learned about students’ algebraic thinking in a way that is usable by teachers as they prepare lessons or reflect on their experiences in the classroom. Through a Fund for the Improvement of Post-Secondary Education (FIPSE) grant, 17 teachers and mathematics educators read through the past 40 years of research on students’ algebraic thinking to capture what might be useful information for teachers to know—over 1000 articles altogether. The resulting five domains addressed in the book (Variables & Expressions, Algebraic Relations, Analysis of Change, Patterns & Functions, and Modeling & Word Problems) are closely tied to CCSS topics. Over time, veteran math teachers develop extensive knowledge of how students engage with algebraic concepts—their misconceptions, ways of thinking, and when and how they are challenged to understand—and use that knowledge to anticipate students’ struggles with particular lessons and plan accordingly. Veteran teachers learn to evaluate whether an incorrect response is a simple error or the symptom of a faulty or naïve understanding of a concept. Novice teachers, on the other hand, lack the experience to anticipate important moments in the learning of their students. They often struggle to make sense of what students say in the classroom and determine whether the response is useful or can further discussion (Leatham, Stockero, Peterson, & Van Zoest 2011; Peterson & Leatham, 2009). The purpose of this book is to accelerate early career teachers’ “experience” with how students think when doing algebra in middle or high school as well as to supplement veteran teachers’ knowledge of content and students. The research that this book is based upon can provide teachers with insight into the nature of a student’s struggles with particular algebraic ideas—to help teachers identify patterns that imply underlying thinking. Our book, How Students Think When Doing Algebra, is not intended to be a “how to” book for teachers. Instead, it is intended to orient new teachers to the ways students think and be a book that teachers at all points in their career continually pull of the shelf when they wonder, “how might my students struggle with this algebraic concept I am about to teach?” The primary audience for this book is early career mathematics teachers who don’t have extensive experience working with students engaged in mathematics. However, the book can also be useful to veteran teachers to supplement their knowledge and is an ideal resource for mathematics educators who are preparing preservice teachers.
Author: Ronna F. Dillon Publisher: Academic Press ISBN: 0080885837 Category : Education Languages : en Pages : 401
Book Description
Cognition and Instruction focuses on the relationship of knowledge acquisition processes with instruction, including reading, writing, mathematics, curriculum design and reform, and reasoning. The selection first takes a look at the issues in cognitive psychology and instruction, reading, and writing. Discussions focus on the processes of knowledge acquisition, cognitive prescriptions for teaching, cognitive components of reading, instruction in reading, distinctive nature of higher order mental activity in written composition, and knowledge-transforming procedures within the general context of higher order skills. The publication also offers information on second language and mathematics. The text ponders on science, social studies, and art. Topics include psychological research related to curriculum design, science curriculum reform, curriculum and instructional components of social studies and social sciences, evidence for individual styles in young children, educational considerations, and concept of style. The text then examines music and reasoning. The selection is a valuable source of data for readers and cognitive psychologists pursuing research on the relationship of cognition and instruction. - The most recent developments in cognitive psychology - Up-to-date literature reviews - Chapter on training reasoning - Active, renowned contributing authors
Author: Edward B. Burger
Author: Edward B. Burger
Author: 
Author: McDougal Littell Incorporated
Author: Randall Inners Charles
Author: Holt, Rinehart, and Winston, inc
Author: Steve Rhine
Author: 
Author: California High School Teachers' Association. Committee of fifteen
Author: California State Library
Author: Ronna F. Dillon