Mathematics for Elementary Teachers Via Problem Solving: Instructor's resource manual PDF Download

Author: Joanna Osborne Masingila
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 300

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Author: Joanna Osborne Masingila
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 328

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Book Description

Author: Sybilla Beckmann
Publisher: Pearson Education
ISBN: 9780321645807
Category : Education
Languages : en
Pages : 883

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Book Description
This activities manul includes activities designed to be done in class or outside of class. These activities promote critical thinking and discussion and give students a depth of understanding and perspective on the concepts presented in the text.

Author: Matthew Oldridge
Publisher: Rowman & Littlefield
ISBN: 1475843348
Category : Education
Languages : en
Pages : 135

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Book Description
“Teaching through problem-solving” is a commonly used phrase for mathematics educators. This book shows how to use worthwhile and interesting mathematics tasks and problems to build a classroom culture based on students’ reasoning and thinking. It develops a set of axioms about problem-solving classrooms to show teachers that mathematics is playful and engaging. It presents an aspirational vision for school mathematics, one which all teachers can bring into being in their classrooms.

Author: Albert B. Bennett
Publisher: McGraw-Hill Science, Engineering & Mathematics
ISBN: 9780073053707
Category : Mathematics
Languages : en
Pages : 0

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Book Description
This book is designed for a mathematics for elementary school teachers course where instructors choose to focus on and/or take an activities approach to learning. It provides inductive activities for prospective elementary school teachers and incorporates the use of physical models, manipulatives, and visual images to develop concepts and encourage higher-level thinking. This text contains an activity set that corresponds to each section of the companion text, Mathematics for Elementary Teachers: A Conceptual Approach which is also by Bennett/Nelson. The Activities Approach text can be used independently or along with its companion volume. The authors are pleased to welcome Laurie Burton, PhD, Western Oregon University to this edition of Mathematics for Elementary Teachers: An Activity Approach.

Author: Dan Dolan
Publisher: Pearson
ISBN: 9780321977083
Category : Education
Languages : en
Pages : 320

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Book Description
This manual provides hands-on, manipulative-based activities keyed to the text. These activities involve future elementary school teachers discovering concepts, solving problems, and exploring mathematical ideas. Colorful perforated, paper manipulatives are bound in a convenient storage pouch. Activities can also be adapted for use with elementary students at a later time. References to these activities are located in the margin of the Annotated Instructor s Edition."

Author: Joanna Osborne Masingila
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 420

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Book Description
This multi-component learning system for prospective elementary-level teachers uses student activities-and the problem-solving strategies they employ-as the heart of its curriculum. Its Student Activity Book is designed to be used during class and to provide contexts through which students make sense of mathematical ideas. Supporting the activity book are a Student Resource Book and an Instructor's Guide.

Author: Patrick M. Jenlink
Publisher: IAP
ISBN: 1648027466
Category : Education
Languages : en
Pages : 265

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Book Description
Mathematics as the Science of Patterns: Making the Invisible Visible to Students through Teaching introduces the reader to a collection of thoughtful, research-based works by authors that represent current thinking about mathematics, mathematics education, and the preparation of mathematics teachers. Each chapter focuses on mathematics teaching and the preparation of teachers who will enter classrooms to instruct the next generation of students in mathematics. The value of patterns to the teaching and learning of mathematics is well understood, both in terms of research and application. When we involve or appeal to pattern in teaching mathematics, it is usually because we are trying to help students to extract greater meaning, or enjoyment, or both, from the experience of learning environments within which they are occupied, and perhaps also to facilitate remembering. As a general skill it is thought that the ability to discern a pattern is a precursor to the ability to generalize and abstract, a skill essential in the early years of learning and beyond. Research indicates that the larger problem in teaching mathematics does not lie primarily with students; rather it is with the teachers themselves. In order to make changes for students there first needs to be a process of change for teachers. Understanding the place of patterns in learning mathematics is a predicate to understanding how to teach mathematics and how to use pedagogical reasoning necessary in teaching mathematics. Importantly, the lack of distinction created by the pedagogical use of patterns is not immediately problematic to the student or the teacher. The deep-seated cognitive patterns that both teachers and students bring to the classroom require change. Chapter 1 opens the book with a focus on mathematics as the science of patterns and the importance of patterns in mathematical problem solving, providing the reader with an introduction. The authors of Chapter 2 revisit the work of Po lya and the development and implementation of problem solving in mathematics. In Chapter 3, the authors present an argument for core pedagogical content knowledge in mathematics teacher preparation. The authors of Chapter 4 focus on preservice teachers’ patterns of conception as related to understanding number and operation. In Chapter 5 the authors examine the role of visual representation in exploring proportional reasoning, denoting the importance of helping learners make their thinking visible. The authors of Chapter 6 examine patterns and relationships, and the importance of each in assisting students’ learning and development in mathematical understanding. The authors of Chapter 7 examine the use of worked examples as a scalable practice, with emphasis on the importance of worked examples in teaching fraction magnitude and computation is discussed. In Chapter 8, the authors expand on the zone of proximal development to investigate the potential of Zankov’s Lesson in terms of students analyzing numerical equalities. The authors of Chapter 9 focus on high leverage mathematical practices in elementary pre-service teacher preparation, drawing into specific relief the APEX cycle to develop deep thinking. In Chapter 10, the author focuses on number talks and the engagement of students in mathematical reasoning, which provides opportunities for students to be sensemakers of mathematics. Chapter 11 presents an epilogue, focusing on the importance of recognizing the special nature of mathematics knowledge for teaching.

Author:
Publisher:
ISBN: 9781305071377
Category : Mathematics
Languages : en
Pages : 619

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Author: Sherry Parrish
Publisher: Math Solutions
ISBN: 1935099116
Category : Education
Languages : en
Pages : 434

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Book Description
"A multimedia professional learning resource"--Cover.